* 



LIBRARY OF CONGRESS, 



i -<*#- ^ 

| $ 

J UNITED STATES OP AMERICA. J 



EARLY HISTORY 



OF THE 



Cleveland Public Schools 



BY ANDREW FREESE 



PUBLISHED BY ORDER OF 



THE BOARD OF EDUCATION 




CLEVELAND, ().: 

ROIUSOX, SAVAGE & CO., BOOK PRINTERS, FRANKFORT ST. 
18/6. 



H 



PREFACE. 



Though there are yet among us those to whom the history of 
the Public Schools of Cleveland is a matter of personal experience or 
observation, the exact sequence and relation of events arc sometimes 
recovered with no little difficulty. Had we an unbroken official 
record of the Schools, there would lie still wanting such a narration as 
would enable us to comprehend the spirit and scope of purpose which 
have prevailed in the successive stages of progress which have been 
made, or the causes which have led to occasional retrogression. But, 
unfortunately, we have no such records from which we may construct 
even a skeleton of the School history of the last half-century; and, to 
supply some of the missing parts, we are compelled to rely upon the 
memory of the older citizens who had, in any way, been connected 
with the management of the Schools. 

To prevent the entire loss of interesting and valuable historical 
material, therefore, it seemed prudent to the Board of Education to 
put into permanent form a record of the past, from which some 
estimate may be made of advancement in the present and of progress 
in the future. 

The historian, Mr. Andrew Freese, was selected by the "Centen- 
nial Committee" of the Board of Education because of his peculiar 
fitness for the task. He had been employed in the Public Schools of 
Cleveland on the completion of the first building erected under its 
authority. In 1S46, he was appointed to the Principalship of the High 
School, just then established ; and subsequently, when the Superin- 
tendency was created, he was at once chosen for the position. Mr. 
FREESE had thus been connected with the Schools in various capacities 
for about twenty years — half the entire time covered by the history to 
which the attention of the reader is invited. 



HISTORY. 



The first settlers of Cleveland were from Connecticut ; 
and, according to tradition, as soon as three families had es- 
tablished themselves — it was about the beginning of the 
present century — they set up a school for their _/?w children. 
The population had increased to fifty-seven in 1810, and the 
oldest inhabitants think there was a school taught in that 
year. It is certain, however, that it could not have been 
very large. The earliest school mentioned in any record 
was kept by a Mr. Capman in 18 14. But it was not till 
1836, the year of organization under the City Charter, that 
any system of public instruction was adopted. Previous to 
this year, the schools, of whatever grade or character, were 
supported mainly by private enterprise. 

It appears that the first action taken by the town in its 
corporate capacity, having any bearing upon education, was 
in the following enactment : 

Be it remembered, that on the 13th day of January, 18 17, 
at a meeting of the Trustees of the Village of Cleveland, it is 
ordained and awarded by the said Trustees, that the several 
sums of money which were by individuals subscribed for the 
building of a school-house in said village shall be refunded 
to the subscribers, and that the corporation shall be the sole 
proprietors of the said school-house; which said subscrip- 



b EARLY HISTORY OF THE 

tions shall be paid out of the Treasury of the Corporation at 
the end of three years from and after the 13th of June, 1817, 
a schedule of which said subscriptions is as follows : 

T. & I. KELLEY $20 00 PLINNEY MOWREY 3 20 

STEPHEN S. DUDLEY 5 00 D.C.HENDERSON 15 00 

DANIELKELLEY 10 00 DAVID LONG 15 00 

T. & D.MILLS 5 00 SAMUEL WILLIAMSON 15 00 

WM. TIM M MALL 5 00 ALONZO CARTER 15 00 

J. RIDDALL 5 00 JOHN DIXON 5 00 

WALTER BRADROCK 2 50 N. H. MERWIN 5 00 

LEVI JOHNSON inoo JAMES ROOT 5 00 

J. HEATHER 5 00 JOEL NASON 3 00 

KORACEPERRY 10 00 EDWARD McCARNEY 5 00 

JOHN A. ACKLEY 5 00 GEO. PEASE 5 00 

A.W.WALWORTH 5 00 

GEO. WALLACE 500 Total $198 70 

JACOB W1LKKRSON 5 00 

The building referred to stood on St. Clair street, on the 
east side of the lot now occupied by the Kennard House, in 
a grove of oak trees. So distinctly is the old school-house 
recollected by the oldest residents of the city, several of 
whom learned to read at the schools taught in it, that one of 
them, Miller M. Spangler, Esq., being requested to do so, 
made a sketch of it from memory. It is seen in the annexed 
wood-cut. 

No description of the building is needed further than to 
say that it resembled a country district school-house, being 
modeled upon that well-known and peculiarly constructed 
edifice, which has suffered no change in a century — one 
story, the size about 24 x 30, chimney at one end, door at the 
corner near the chimney, the six windows of twelve lights 
each placed high ; it being an old notion that children should 
not look out to see anything. As a school-house of the 
olden time, some interest attaches to its history, but perhaps 



CLEVELAND PUBLIC SCHOOLS. 



more from the fact that it was the first school property ever 
owned by Cleveland as a corporation. But the schools kept 
in it were not free, except to a few who were too poor to pay 
tuition. The town gave the rent of the house to such 
teachers as were deemed qualified, subjecting them to very 
few conditions. They were left to manage the school in all 
respects just as they pleased. It was, in short, a private and 
not a public school. 




OLD SCIIOOL HOUSE OF 1817. 

Cleveland had at this time a population of about 250, but 
it now began to increase somewhat more rapidly ; there was 
a demand for a school of a higher grade, and those individ- 
uals who had sold out, or a part of them, joined with others 
in building a much larger and better house. They located it 
on the same street and nearly opposite the one sold. It was 
of brick. It was a very neat and substantial edifice, so con- 
sidered in those days, and its crowning glory was its tower 
and bell. For many years it bore the proud title of Cleve- 
land Academy. In its later years, when weather-beaten and 



EARL'S HISTORY OF THE 



grown shabby with age, it was called The Old Academy. A 
drawing of the building is extant, from which the following 
cut was taken. 




"the old academy." 

Its exact dimensions cannot be given ; but, taking the 
average judgment of several citizens who well recollect the 
building, it may be stated to have been 45 feet long by 
25 feet wide. The lower floor was divided by a partition 
wall into two departments, and for a time these rooms 
sufficed for the two grades of school established, the upper 
room being rented for church and other purposes. But in a 
few years, more school room was needed, when the senior 
department was removed to the upper floor. The building 
was completed in 1821 ; and when it is recollected that Cleve- 



CLEVELAND PUJBLIC SCHOOLS. 9 

land at that time contained less than 400 inhabitants, not a 
wealthy man among them, as history shows, it must be con- 
ceded that these early settlers placed no mean value upon 
education, and exhibited a spirit of liberality that is seldom 
surpassed in communities no larger, even in this age so 
distinguished for schools. In the meantime, while this 
Academy or High School was kept up, running through a 
period of twelve or fifteen years, there were several primary 
schools maintained in different parts of the town by private 
parties who had small children to educate ; for nothing had 
yet been done to make instruction free. Neither State nor 
corporation laws giving schools to the people existed. It 
seems, however, that in 1830 the corporation did make a 
move to buy another school house — the old one having 
gone to ruin, perhaps, — for we find that a party represent- 
ing the town authorities entered into negotiation with the 
owners of the Academy building for its purchase. A con" 
tract was drawn up and signed, but for some reason that 
does not appear, this contract was not ratified by the Town 
Trustees, as shown by the following resolution, copied from 
their proceedings August 26, 1830 . 

" Be it resolved by the Trustees of the Village of Cleve- 
land, That there having been no corporation tax levied the 
present year for the purpose of paying the interest or princi- 
pal, or both, or any part of either or both, claimed by the 
stockholders or shareholders, or their assigns, of the brick 
school-house in said corporation, to be due them from said 
corporation on a supposed contract for the sale of said 
school-house from said stockholders or shareholders to said 
corporation; and the said Trustees not recognizing any such 
contract," etc. The balance is omitted, but the substance of 
it is that they repudiate the agreement referred to, and refuse 



Id EARLY HISTORY OF THE 

to comply with its conditions. Thus the matter ended for 
the time being, although subsequently — several years later — 
the city purchased the property. Something further will be 
said of the early private schools in another place. 

Cleveland was raised to the rank of a city in 1836, and 
the organization under its charter was effected on the first 
of April. At a meeting of the City Council in May, the 
records say: "A communication was received from the 
Mayor in relation to common schools." What that com- 
munication was, does not appear, but at the next meeting, 
June 9, Mr. Craw introduced the following resolution, which 
was adopted : 

"Resolved, That a committee be and is hereby appointed 
to employ a teacher and an assistant, to continue the Free 
School to the end of the quarter, or until a school system for 
the city shall be organized, at the expense of the city." 

It appears, therefore, that a " Free School " was in exist- 
ence at the time this resolution was introduced, and, upon 
inquiry among the old residents of the city, the fact of such 
an institution is established. The following note, received 
from Samuel H. Mather, Esq., explains the character and 
origin of the school referred to, and his statement is corrob- 
orated by others : 

"A Sunday School was organized in the old Bethel 
Church, probably in 1833 or 1834, a kind of mission or 
ragged school. The children, however, were found so igno- 
rant that Sunday School teaching, as such, was out of the 
question. The time of the teacher was obliged to be spent 
in teaching the children how to read. To remedy this diffi- 
culty and make the Sunday School available, a day school 
was started. It was supported by voluntary contributions, 
and was a charity school, in fact, to which none sent but the 
very poorest people." 



CLEVELAND PUBLIC SCHOOLS. 11 

It seems, then, that this missionary enterprise was con- 
tinued for two or three years, and up to the time of the action 
of the Council mentioned above. The city then stepped in, 
took charge of the school, and assumed the expense. This, 
therefore, was the 

FIRST PUBLIC SCHOOL OF CLEVELAND. 

Looking further along in the Council proceedings, we 
find that— 

June 22. " Mr. Dockstader presented an ordinance for 
the levy and collection of a school tax." 

September 22. "A report was received from the princi- 
pal of the Free School, R. L. Gazlay, showing that 229 chil- 
dren had received instruction during the quarter ending 
September 20, 1836, and that the expense of maintaining the 
school had been #131.12." 

October 5, 1836. The Council appointed the first Board 
of School Managers. It consisted of the following persons : 

JOHN W. WILLEY, 
ANSON HAYDON, 
DANIEL WORLEY. 

November 16, 1836. Mr. Baldwin introduced a resolu- 
tion directing an enumeration of the youth of the city between 
the ages of 4 and 21. 

December 28. The Mayor presented the claim of Mr. 
Gazlay, as a teacher, for the quarter ending December 28. It 
was referred to the Board of School Managers for their exam- 
nation and approval. 

March 29, 1837. The Board of School Managers reported 
that they had continued the " Common Free School," and 
that its cost for the quarter ending March 19, had been 
$185.77. They urged the expediency of a more liberal out- 
lay for schools and the pressing need of school-houses. 



12 EARLY HISTORY OF THE 

The same evening Mr. Noble introduced a resolution 
requesting the Committee on Schools " to ascertain and 
report, as soon as convenient, what lots may be purchased, 
the price and terms of payment, to be used for school pur- 
poses — two in the First Ward, one in the Second Ward and 
one in the Third Ward." 

The second Board of School Managers, appointed in 
April, 1837, consisted of 

SAMUEL COWLES, 
SAMUEL WILLIAMSON, 
PHILLIP BATTELL. 

As yet, however, the City Council had passed no ordi- 
nance establishing a system of schools. The school above 
referred to was the only one that had any existence by 
authority; neither did the city own a school-house nor a 
foot of ground upon which to erect one. Cleveland had then 
a population of about 5,000; and, although no records are ex- 
tant to show it, there must have been in attendance upon the 
schools, private and public, no less than eight hundred chil- 
dren. But the school maintained by the city had an enroll- 
ment of less than three hundred, so that the Academy and 
other private schools still furnished instruction to a very 
large majority of the youth of the city. 

The new Board merely continued the school already 
authorized; they could do no more. But in July, 1837, the 
City Council passed a school ordinance, a copy of which is 
here presented : 

"AN ORDINANCE TO PROVIDE FOR TILE ESTABLISHMENT 
OF COMMON SCHOOLS. 

"Section i. Be it ordained by the City Council of the 
City of Cleveland, That the School Committee of the Council 
is hereby authorized to procure, by lease, suitable buildings 



CLEVELAND PUBLIC SCHOOLS. 13 

or rooms for the use of the city, to be occupied as school 
rooms, as hereinafter provided, under the authority of the 
city; provided, that such buildings or rooms shall be appro- 
priated by the Board of Managers of Common Schools. The 
expense of the lease of the same shall not exceed one-half the 
amount which the City Council is authorized to appropriate 
annually for the construction of buildings for school pur- 
poses. 

"Sec. 2. The School Committee of the Council is further 
authorized and instructed to provide, at the expense of the 
city, the needful apparatus and furniture for the buildings or 
rooms thus provided, and the added expense of which shall 
not exceed the limits prescribed in the first section of this 
act. 

" Sec. 3. It is further ordained that the Board of Managers 
of Common Schools in the city is hereby authorized to estab- 
lish, immediately, in the premises provided aforesaid, such 
schools of elementary education as to them shall seem neces- 
sary, and procure instructors for the same. The term or 
session of such schools shall commence on the 24th of July, 
instant, and continue four months, to-wit : till the 24th day 
of November next. 

" Sec. 4. It being provided that such schools are to be 
supplied from the revenue of the city set aside for said pur- 
poses, so that the expense of tuition and fuel in said schools 
shall not be permitted to exceed said specified revenue. 

" Passed July 7th, 1837." 

Under this ordinance the Board of Managers proceeded 
to organize the schools and set them in operation. 

The following reports, made to the City Council — the 
first in April, 1838, the second in April, 1839 — are valuable 
historical records, and they are offered as appropriate in this 
connection : 



14 EARLY HISTORY OF THE 

FIRST ANNUAL REPORT* OF THE BOARD OF MANAGERS OF 

COMMON SCHOOLS. 

The Board of Managers of the Common Schools in this 
city respectfully submit their annual report for the year 
1837-8. 

At the commencement of the last year, the Bethel Free 
School was in operation, supported by the city. It was con- 
ducted in two departments, for boys and girls respectively, by 
a male teacher and female assistants. It had upon its lists 
one hundred and forty pupils, t and an average attendance of 
ninety. The annual expense for tuition was about S/OO. 

The Ordinance for the establishment of Common Schools 
within the city was passed in July. Under this Ordinance 
suitable rooms for schools were provided by the School 
Committee of the Council, in reference to which, three 
school districts, comprising the whole city, were allowed by 
the Board as soon as possible. Two schools for the sexes 
respectively were opened in each district, which were sus- 
tained somewhat short of four months, up to the 24th of 
November, as limited in the Ordinance. Three male and 
three female teachers were employed for the full term. The 
average attendance at each school was not less than forty 
pupils, and the whole expense for tuition £640.82. The 
winter term commenced on the 1st of December, and con- 
tinued to the 1st of April. Six schools, as before, were 
opened at the time, and an increased number being neces- 

*This was the first report made after the schools were regularly organ- 
ized under the ordinance. The Bethel School mentioned in the opening 
paragraph had existed through a part of the previous year, the year 
1836, and a Board appointed to look after its interests, had made an in- 
formal — probably oral — report. 

t Mr. Gazlay, the principal, says 229. 



CLEVELAND PUBLIC SCHOOLS. 15 

sary, a child's school, in addition, was established in each of 
the two more populous districts. Eight schools, therefore, 
during the winter, were sustained, employing three male and 
five female teachers. There were eight hundred and forty 
names on the school lists, and an aggregate average attend- 
ance of four hundred and sixty-eight. The expense for tui- 
tion was $868.62. 

The schools have been wholly free, and open to all within 
their districts legally admitted to their privileges. The boys 
and girls have been entirely separate, the former taught by 
male and the latter by female teachers. The child's schools 
were designed for the younger scholars of both sexes, and 
are taught by female teachers. The teachers have been crit- 
ically examined before being employed, and the schools duly 
inspected, as required by the charter. The wages given 
have been, to female teachers $5 per week, and to male 
teachers $40 per calendar month. A uniform selection of 
books has been prescribed by the managers, which, by ar- 
rangements with the teachers, have been furnished to the 
schools at wholesale prices. 

In October, a census was taken under the direction of the 
Board of Managers, of all persons within the city between 
the age of four and twenty-one. The number was found to 
be two thousand one hundred and thirty-two, viz : in the 
First Ward, nine hundred and eighteen ; in the Second, five 
hundred and ninety-nine; and in the Third, six hundred and 
sixty-five. The numbers reported from the teachers' lists 
during the last term are, total of pupils eight hundred and 
forty; in the boys' schools, four hundred and thirteen; in 
the girls' schools, two hundred and sixty-eight; in the 
child's schools, one hundred and sixty-eight; between the 
ages of four and eight, three hundred and twenty-eight; be- 



16 KAKl.Y HISTORY OF THE 

tween eight and fourteen, four hundred and three; over four- 
teen, one hundred and thirteen. 

The concern of fuel during the year, has been chiefly 
left with the School Committee of the Council. The ex- 
pense in that department has not probably exceeded $125. 

The aim of the Board of Managers, during the late year' 
has been to commence the establishment of a system of 
schools answering to the intentions of the city charter, to be 
supported by the definite income ot the treasury appro- 
priated to this object. 

The school income of the city for the last year amounted 
to $2,830, the tax of the city for school purposes being one- 
half of a mill, and the general school tax claim through the 
Ccunty Treasury, one mill and a half. The increase of the 
State tax by the late law will raise the amount to S3, 500. 
The city being authorized to increase its own tax to one mill, 
the Common School Fund might be increased to $4,300. 
The expense of sustaining twelve district schools on the 
present plan, with eight female and four male teachers, for 
ten months of the year, would be $3,300. By this plan three 
schools are established in each district, the boys and girls 
being separate, and the younger children by themselves, 
being so divided as to be conducted with most efficiency and 
economy. Such a number of schools would accommodate 
an average of seven hundred and twenty pupils, which is a 
third of the whole number privileged to attend. 

Some inequality during the last year in the management 
of the schools, has resulted from the want of suitable rooms 
in the Second Ward. Accommodations for the permanent 
schools are particularly needed for the use of that Ward. In 
reference to the location of our present school-houses and 



( LEVELASTO PUBLIC SCHOOLS. 17 

the convenience of the citizens, it is important that a fourth 

school district should be regularly established. 

Samuel Cowles, 1 
i 
Samuel Williamson, }■ Board of Managers. 

Philip Battell, J 

SECOND ANNUAL REPORT. 

The Board of Managers of the Common Schools of the 
City of Cleveland respectfully submit a brief report for 
1838-9. 

The proceedings of the Board of Managers, previous to 
the spring term of 1838, have been fully disclosed in a 
former report submitted to the City Council at the close of 
the winter term for that year ; but as it was not at that time 
understood, it was thought advisable again to present the 
same, that in connection with the present brief statements, 
the proceedings of the Board from the commencement of 
their duties under the Ordinance of July, 1837, up to the 
present time, may be more fully made known to the Council. 

On the first of May, 1838, there were commenced nine 
schools; four of them taught by male and five by female 
teachers. In the first district of the First Ward, one male 
and two female teachers were employed, and in each of the 
other districts were employed one male and two female 
teachers, who were continued through a term of five months. 

The winter term commenced with the same number of 
teachers being employed in the several districts, with the ad- 
dition of one other female school in the Third Ward, and an 
additional female school was opened on the 3d of December, 
in the first district of the First Ward, all of which were con- 
tinued through the term. In the several schools have been 
taught the common English branches of education ; in some 

2 



10 EARLY HISTORY OF THE 

of the schools, considerable progress has been made in the 
higher branches, as History, the Natural Sciences, &c. 

The number of scholars who have attended these schools 
is eight hundred and twenty-three ; the average attendance 
has been five hundred and eighty-eight — making the present 
number attending the schools quite too many, and being only 
about one-fourth of the number of youths in the city who 
are legally privileged to attend. 

The compensation to the teachers has been at the same 
rate as during the last year; the expense of fuel during the 
winter term has been Si 12. 

The Treasurer reports $4,048.83 of school fund in the 
treasury. 

The unpaid expenses of the past term, subject to be 
drawn from this fund, are some S5 1 5, which will leave a bal- 
ance of over $3,500. 

Silas Belden, "| 

1 
Henry Sextox, )~ Board of Managers. 

Henry H. Dodge, J 
Cleveland, April 3, 1839. 

In July, 1839, tne Clt y purchased the Academy building, 
paying for it, together with the lot, $6,000. Previously, for 
two years, public schools had been kept in it, the city renting 
it for that purpose. Schools in the First and Second Wards 
were kept in rented rooms and small buildings, wherever the 
Committee on Schools could find them. One school occupied 
a room in the Farmers' Block, so called at that time, now the 
Cleveland Hotel ; another was taught in a building on High 
street, now used as a stable. In the Second Ward, an old 
paint shop, and a grocery store, by some small outlay, were 
transformed into school-rooms. Some of the traditionary 
accounts of the extemporized accommodations of the early 



CLEVELAND PUBLIC SCHOOLS. 10 

schools are extremely ludicrous, but fearing that they may 
have been somewhat exaggerated, it is deemed best to omit 
them. 

The friends of free-school instruction urged the necessity 
of erecting school-houses. They petitioned the authorities 
and made appeals through the newspapers. From the 
Council proceedings of that day it appears that J. A. Foot, 
B. F. Andrews and George Mendenhall labored earnestly, as 
members of that body, to secure early action in the purchase 
of lots and the erection of buildings. But there were delays 
and opposition, and it was not till the spring of 1839 ^ na ^ 
anything effective was accomplished. 

At this time the following resolution was introduced by 
Mr. Foot, and after a spirited discussion, was referred to a 
committee, of which Harvey Rice was chairman : 

" Resolved, That it is expedient for the city to procure a 
lot of land, 50 by 200 feet, and to erect thereon such a school- 
house as will accommodate two hundred scholars, in four 
departments, in each of the four districts of the city." 

The committee to whom it was referred reported to the 
effect that two such lots, with a building upon each of the 
capacity named in the resolution, would suffice, and the 
Council, concurring in this view, adopted the committee's 
report. Accordingly, two lots were purchased; one in the 
Second Ward, on Rockwell street, and one in the First Ward 
on Prospect street. Building contracts were immediately 
entered into with Warner & Hickox, the stipulated price for 
each building being $3,500, including seatings, out-buildings, 
fences, etc. The Rockwell street building was completed in 
the spring of 1840; the building on Prospect street, in the 
fall of the same year. They were of the same dimensions, 
45 feet 4 inches by 45 feet 4 inches, two stories in height, and 



20 



EARLY HISTORY OF THE 



finished precisely alike. A view of one of these buildings — 
the one erected on Prospect street, now used as an office by 
the Board of Education — is shown in the following wood cut : 




PROSPECT STREET SCHOOL HOUSE, ERECTED IN 1840. 

The school buildings now owned by the city — the Acad- 
emy building and the two above described — had a capacity 
for seating 600 pupils, 200 in each building. The number of 
children entitled by law to attend school was about 2,400. It 
is always safe to calculate that the enrollment of pupils will 
be at least half the entire enumeration. Upon this basis the 
city should have furnished accommodations for 1,200 pupils — 
not less. There was need of the other two buildings con- 
templated by Mr. Foot's resolution, as originally offered. 
Upon the opening of the winter term of school, more than a 
thousand pupils besieged the school rooms for admission. 
The teachers in the three building's named contrived to seat 



CLEVELAND PUBLIC SCHOOLS. 21 

about goo, although they were soon after relieved by sending 
a part of them back to the old rooms previously occupied. 

At this particular period, near the close of 1840, the 
records found are sufficiently full to offer the following gen- 
eral view of the schools, as organized at the beginning of the 
winter term, December 10, 1840: 

ROCKWELL STREET SCHOOL. 

Number of Pupils, 270. 



TEACHERS. 



Senior. 



Primary. 



Senior. 



Primary. 



Senior. 



( Bo>s' Department — N. A. Gray. 

I Girls' Department — Elizabeth Armstrong. 

^ Boys' Department — Abby Fitch. 

( Girls' Department— Louisa Kingsbury. 

PROSPECT STREET SCHOOL. 

Number of Pupils, 275. 

TEACHERS. 

C Boys' Department— A. Freese. 

( Girls' Department— Sophia Converse. 

( Boys' Department — Emma Whitney. 
( Girls' Department — Sarah M. Thayer. 

WEST ST. CLAIR STREET SCHOOL. 

(ACADEMY.) 

Number of Pupils, 240. 

TEACHERS. 

j Boys' Department — George W. Yates. 
\ Girls' Department — Louisa Snow. 



( Boys' Department — Julia Butler. 
Primary. < „ , , ^ * .. -r, ,, 

( Girls Department — Caroline Belden. 



22 EARLY HISTORY OF THE 

■ 

BETHEL SCHOOL. 

(CORNER OF VINEYARD AND JAMES STREETS.) 

Number of Pupils, 155. 

TEACHERS. 

( Boys' Department — F. J. Blair. 



Ungraded. 



I Girls' Department — Maria Sheldon. 



school corner of prospect and ontario streets. 
Number of Pupils, 55. 
Primary — Boys and Girls — Eliza Johnson, Teacher. 

SCHOOL ON CHESTNUT STREET. 

Number of Pupils, 46. 
Primary — Boys and Girls — (Name of teacher not found.) 

Among the records of Prospect Street School, is found 
the following programme of daily exercises in the boys' 
senior department, bearing no date, but it was evidently used 
when the schools in that building were early organized. It 
is of considerable interest, as showing how imperfect was 
the classification of the school, and the multiplicity of text- 
books then in use. 

ORDER OF EXERCISES. 
A. M. 

1. Scripture Reading. 

2. Class in English Reader. 

3. " " Porter's Rhetorical Reader. 

4. " " Historical Reader. 

5. " " Angell's No. 2 Reader. 

6. First Class in Smith's Geography. 

7. Recess. 



CLEVELAND PUBLIC SCHOOLS. 



23 



8. Second Class in Smith's Geography. 

9. Parley's History of the United States. 

10. Class in Smith's Grammar. 

11. Second Class in Spelling. 

12. Third " " 



9 
[O 

1 1 



P. M. 

Class in Historical Reader. 

" " Angell's No 2 Reader. 

" " Kirkham's Grammar. 
" Adams' Arithmetic. 
First Class in Smith's Arithmetic. 
Recess. 

Second Class in Smith's Arithmetic. 
Third 
Class in Algebra. 

" " Natural Philosophy. 
First Class in Spelling. 

It would seem from the above programme that the 
teacher was obliged to conform his classification, in part at 
least, to the books in use. This is the case, and must be, in 
all schools where there is not a uniform set of text-books 
prescribed, and the pupils required to use them. It does not 
appear that there was any such exercise of authority in the 
public schools of the city for the first three or four years 
after their organization. 

The schools, as has already been shown, were divided 
into two grades or departments upon organizing in the new 
buildings. Very soon thereafter, the Board of School Man- 
agers prescribed a uniform list of text-books for each of the 
grades, so that it was now made possible for the teachers to 
improve upon the classification as exhibited above. Still it 



24 KAKLV HISTORY OF I'll E 

was left with the teachers to divide their schools into as many 
classes as seemed to them expedient, organizing classes in 
geography, grammar or other branches of study when they 
thought it advisable ; and to determine, also, the amount of 
time that should be given to any particular exercise. It 
could scarcely, be expected, therefore, that any two schools 
should be found working upon the same plan. There was a 
gradual approach, however, to a uniform standard of classifi- 
cation, as teachers compared their programmes and dis- 
cussed them at the meetings of their Association. 

It was not, however, until the office of Superintendent of 
Instruction was created, in 1853, that the Board of Education 
took the matter into special consideration, and prescribed, for 
the guidance of teachers, a uniform course of studies and 
exercises. But even then, from want of uniformity and 
adaptation of the school buildings, and lack of proper con- 
veniences, it was found impracticable to conform to it strictly 
in all the schools. Besides, the people had prejudices 
against this innovation upon the old district system. They 
could not, at once, be made to see the advantages of the one 
district system, with sub-districts for lower grades, con- 
centrating the higher ones. When, in 1854, the Superin- 
tendent reported to the Board a plan for concentrating the 
Grammar School classes, taught at that time in seven or 
eight separate buildings, whereby two or three schools of 
the grammar grade were to be discontinued, the residents of 
the districts from which it was proposed to send these 
classes remonstrated, and so effectually that they succeeded 
in preventing a measure the propriety of which could not be 
questioned. They had much to say of their wards, ///(/'/'dis- 
tricts, their rights to a full-grown school, etc. — matters not 
thought of now in discussing questions having reference to 
grades. 



( I.KVKLANIi PUBLK 8< HOOLS. ".'■"> 

In the early years of the schools it was a prevailing 
notion that any one able to read and spell would answer well 
enough as a teacher in a primary school, and hence it was, 
that while the senior schools were, for the most part, well 
managed and well taught, the primary departments were in a 
sad and depressed condition. When instruction fell under 
George Willey's supervision, as Acting School Manager, he 
called special attention to this state of things, and the follow- 
ing paragraph in relation to the matter, taken from his 
Annual Report for the year 1S47, clearly shows what he 
thought was the proper remedy. 

" How then," he says, " is prosperity in this department 
to be secured ? The answer is a plain and simple one — in- 
volving no mystery or complication. It is a single answer. 
There is no variety of methods. There is but one method 
— the employment of good teachers. If there is any other way 
of making primary or other schools what they should be, we 
have yet to learn of it." 

Mr. Willey then proceeds to draw two pen pictures — the 
first of a well conducted school, supposed at the time to 
represent two or three primary schools in the city famous 
for their excellence ; the second, to be a description of cer- 
tain other schools notoriously of an opposite character. 
Had they been actually painted upon canvas and hung in 
every school-room in the city, with the name of the school 
or schools represented written beneath them, they could not 
have created, perhaps, a greater sensation. They had, unques- 
tionably, great reformatory effects upon the primary schools, 
and were not forgotten in many years. 

Below are copies of these pictures, a part, however, of the 
first, being omitted : 



26 EARLY HISTORY OF THE 

SCHOOLS OF THE FIRST CLASS. 

" In these good order has prevailed. Correct principles 
and decorous manners have been daily taught. Successful 
exertions have been made to interest scholars in the subjects 
of their instruction. Ingenuity has been taxed to give variety 
and zest to the routine of school duties. Vocal music has 
been a regular exercise. Oral instruction has been constantly 
resorted to. Drawing has been encouraged. Topics on 
arithmetic and geography have been illustrated by visible and 
other means. Much general information, not found in school 
books, has been communicated. The poor have been be- 
friended and encouraged ; the sluggish have been stimulated ; 
the vicious have been reclaimed ; the froward have been sub- 
dued by gentleness ; the studious and faithful have been 
rewarded by approbation. Health has been cared for. The 
atmosphere and temperature of the rooms have been closely 
observed. Examples of cheerfulness, good temper and good 
will have been set by the teachers. A friendly understanding 
with parents has been cultivated. A healthful progress has 
been apparent in such schools." 

SCHOOLS OF THE SECOND CLASS. 

" It might be profitable to paint a different picture, pos- 
sessing less of light and more of shade. Indeed, we have 
known of schools in which there appeared to be no light, 
except what a bountiful nature poured through the windows. 
Intellectual, living light was absent. Had Hogarth ever 
visited one of them, he would have added another leaf to his 
chaplet of immortality. The whole system of tactics in such 
a school reminds you, not of a company of regulars, but of 
the militia system. In the play-grounds and in the streets 
the boys are vociferous and intrusive. They have not been 



CLEVELAND PUBLIC SCHOOLS. 27 

taught to respect, as far as possible, the peace and quiet of 
neighbors. When summoned by the teacher's bell, the con- 
fusion which has reigned without begins to reign within. 
The boys, instead of passing in singly, lightly and respect- 
fully, rush in in troops, finishing up their sports or contro- 
versies on their way to their seats. Some wear their caps 
in. Others have received a lesson of propriety at home 
which they have not at school, and remove theirs on entering 
the room. Once seated, they are ready for anything but the 
business of the place. 

"A glance at such a school is sufficient. You observe 
that neatness of personal appearance, the usual concomitant 
with scholars of respect for their school, for their teachers 
and for themselves, is wanting. With the exception of the 
class reciting, the pupils are engaged in occupations as 
various as are their caprices, and for the simple reason that 
they have been furnished with nothing else more profitable 
to do. Geography is taught without reference to globe or 
outline maps. Answers and definitions, if in literal conform- 
ity with text-books, are taken as all sufficient. Whether the 
class has probably a practical understanding of the matter is 
of no sort of consequence. While one of a class is reading 
or solving a problem in mental arithmetic, the rest are listless 
and inattentive. Devices, such as are of common use with 
skillful teachers for securing the united mental action of a 
class, however large, through every step of a recitation, are 
little thought of. Oral analysis, explanations and illustra- 
tions, such as are calculated to arouse and kindle the reason- 
ing faculties and expand the judgment and comprehension of 
youth, and awaken a love of knowledge and a keen relish for 
its acquirement, are not resorted to. No general exercises 
are introduced — no general information is imparted. The 



28 EARLY HISTORY OF THE 

study of Natural History* is quietly dropped, because it pre- 
sents some claims to novelty and variety. Drawing is neg- 
lected ; music is slighted. Indeed, all such things are treated ' 
as innovations and encroachments. Nothing is valuable, 
nothing desirable, nothing possible to be taught or learned, 
except a few pages of two or three text-books, and down to 
these, both teacher and scholar, are fastened as with hooks of 
steel. Month after month and year after year may roll over 
a primary school thus lifelessly and narrowly conducted, — 
time sufficient for a broad and deep foundation to have been 
laid for after acquirement and culture, and yet at the end of 
this period, if you wish to find the scholars, you may not 
look for them at any reasonable distance up the hill of 
science; you will find them in a tread-mill at the foot of it." 

SCHOOL FURNITURE. 

The furniture used in the schools in the early days was 
extremely primitive in style, and of the cheapest construc- 
tion. Long pine benches were used for seating the pupils, 
and they were usually without backs, unless it happened to 
be convenient to place them around against the walls of the 
room. For the use of the senior classes in writing, etc., 
higher benches or boards were arranged before the lower 
forms, corresponding in length with them. In some rooms — 
perhaps in most of them — these writing benches were fas- 
tened against the walls, having brackets for their support. 

When the new brick buildings on Prospect and Rockwell 
streets were seated, the same style of long benches was pre- 
served, but the order of seating was reversed ; the scholars 
faced the teacher, instead of the wall, as before. 

*A small work then in use in the schools. 



CLEVELAND PUBLIC SCHOOLS. 29 

There were two parallel lines of seats extending around 
upon three sides of the room, and they were placed at 
sufficient distance from the walls to allow a free passage 
for the pupils behind them. The interior seats had no- 
thing before them for their occupants to rest their books 
upon; but they rejoiced in having a good smooth board for 
their backs, a luxury denied to their seniors occupying seats 
behind them, although the larger scholars were possibly 
compensated in having the writing bench all to themselves. 
All the rooms in the two buildings — eight in number — were 
seated precisely in this manner. Objections to it can be 
readily seen, but for economy of space the plan was a good 
one ; and for economy in means, at that time quite an object, 
no better one perhaps for the outlay could have been hit 
upon. The seating expense per scholar, estimated at the 
time, was something below fifty cents. Subsequently, when 
the lower rooms came to be occupied by a grade of pupils 
exclusively primary, this pine-board seating was removed 
from them, and small arm-chairs were substituted. They 
were found to be cheaper, and they were liked far better. 




Settees, having division-boxes for books, were used at one 
time in a number of the primary schools, and some teachers 



30 



EARLY HISTORY OF THE 



preferred them to the chairs. Their construction may be 
understood by the following cut : 




But these settees were very liable to get broken, and, 
taking into account the original cost of manufacture and the 
expense of repairs, it was found to be cheaper to use chairs. 
Chairs could then be made for about fifty cents apiece. 

In 1845, the first two-seated desks began to be used. 
They were constructed wholly of pine or white-wood and 
cheaply made, costing from Si. 50 to $1.75 per desk. They 
were introduced into all rooms above the primary grade, 
where new schools were opened, and were used in the High 
School while it continued to occupy the basement room in 
the Church on Prospect street. The following cut repre- 
sents them. 




When, in 1849, a new building was erected on Champlain 
street, and it had been determined to alter and refit several 
rooms in other buildings, necessitating much new furniture, 
the question, How shall the rooms be seated? was consider- 
ably discussed by the Board of School Managers, and also 



CLEVELAND PUBLIC SCHOOLS. 31 

by the teachers. The " Boston School Desk," so denomin- 
ated at that time, was urged by some, but its expense pre- 
cluded its adoption. Finally, a desk of an entirely new pat- 
tern was invented on the spot, and it was voted "just the 
thing " by all parties. The cut will give an idea of it. 




Parties in Cleveland entered into contract with the city to 
manufacture the desk for $2.40, in cabinet finish, using the 
best cherry material. It will be seen that the desk is sup- 
ported by three legs — one at the front edge in the middle, 
and one at each of the back corners, leaving unobstructed 
the space directly under the front co'rners, and thereby afford- 
ing free access to the chair before it on either side. The 
chair to accompany the desk was of ordinary construction, 
except that it had a cast-iron pedestal for its support. All 
the school houses, the Central High School excepted, were 
now seated with these chairs and desks, and they continued 
to be used till the Bradburn school-house was erected in 
1863 (?). The single desk — an improved pattern — was put 
into this building, and now this style of seating has pretty 
much superseded the double desk which was once so gen- 
erally used. 



i;a i;ly iiiskhiy of the 

CENTRAL HIGH SCHOOL. 

In the spring of 1846, the Mayor of the city, Geo. 
Hoadly, Esq., in his inaugural address to the Council, made 
the following recommendations : 

" I earnestly recommend to your favorable consideration 
the propriety of establishing a school of a higher grade — 
an academic department — the scholars to be taken from our 
common schools according to merit. This would present a 
powerful stimulus to study and good conduct. The poorest 
child, if possessed of talents and application, might aspire to 
the highest stations in the Republic. From such schools we 
might hope to issue the future Franklins of our land." 

This recommendation was favorably received by the 
Council, and at a meeting, April 22, J. A. Harris, Chairman 
of the Committee on Schools, introduced resolutions to the 
following effect : 

1. That a High School for boys be established. 

2. That the Committee on Schools be authorized to hire 
suitable rooms and fit them up for the accommodation of the 
school. 

The resolutions were adopted. Basement rooms were 
rented in the Church on Prospect street, now owned and 
occupied by the Homoeopathic Medical College. Andrew 
Freese, of Prospect Street Grammar School, was appointed 
Principal, and the school went into operation July 13, 1846, 
with 34 pupils. Others were admitted subsequently, increas- 
ing the number for the year to 83. Their names will be 
found in the following 

CATALOGUE. 
GEO. F. ALLABDT, WILLIAM JOHNSON, 

WILLIAM B. ALLARDT, WILLIAM L. KELLOGG, 

WILLIAM W. ANDREWS, WILLIAM LEONARD, 
CHARLES F. BRADBURN, J. VICTOR MATHIVET, 



CLEVELAND PUBLIC SCHOOLS. 



33 



GEO. BINGHAM, 
R. AUGUSTUS BURY, 
COVILL BURTON, 
JEPHTHA C. BUELL, 
WILLIAM BAKER, 
WILLIAM II. CHAMPION, 
OSCAR A. CHILDS, 
GEO. W. CHILDS, 
WILLIAM CHILDS, 
HENRY F. CLARK, 
KENNEDY CLINTON, 
JAMES H. CLINTON, 
W. L. CUTTER, 
MICHAEL DUFFEY, 
ROBERT K. DOW, 
ALBERT G. ELDRIDGE, 
LUCIUS FAIRCHILD, 
CASSIUS FAIRCHILD, 
ANDREW J. FOWLER, 
JAMES B. GAYTON, 
GEO. W. GARDNER, 
JAMES T. GARDNER, 
HENRY L. HILLS, 
STEPHEN D. HATHAWAY, 
GEO. L. HATHAWAY, 
BYRON C. HARRIS, 
GEO. C. HICKOX, 
WILLIAM HOPPER, 
JOHN P. JONES, 
EDWIN W. JONES, 
HENRY A. JONES, 
JOHN P. JACKSON, 
MATTHEW JOHNSTONE, 
WM. JOHNSON, 



WM. KELLOGG, 

WM. LEONARD, 

J. V. MATHIVET, 

EUGENE MATHIVET, 

SIDNEY A. NORTON, 

HENRY H. OTIS, 

HIRAM B. PIERSON, 

CHAUNCEY PRENTISS, 

SOLON PRENTISS, 

JAMES PENFIELD, 

EDWIN F. REEVE, 

TIMOTHY H. REARDEN, 

SAMUEL STARKWEATHER, Jr., 

EDWARD C. STANLEY, 

BENJ. W. SMITH, 

JOHN M. STERLING, Jr., 

JAMES E. STACY. 

JUNIUS R. SANFORD, 

GEO. W. STILL, 

CORYDON STRONG, 

FRANK W. SLOSSON, 

GEO. W. TIBBITTS, 

EDWIN TWITT, 

JAMES TWITT, 

HENRY G. VINCENT, 

JOHN F. WHITELAW, 

WILLIAM G. WILLIAMS, 

CHARLES M, WHITE, 

MYRON P. WHEELER, 

WILLIAM H. WHITAKER, 

DAVID F. WOOSTER, 

H. A. WOOSTER, 

CHARLES A. WILLARD, 

PHILLIP WHITEHEAD. 



By order of the City Council, a department for girls was 
opened in the spring of 1847, and the following class was 
admitted : 



ELIZA B. AGER, 
ANN C. BROCK, 



ELIZABETH HICKOX, 
MARY ANN PRITCHARD, 



34 KAKLY 1I1STOKY OF 'I'll E 

HARRIET E. BLAIR, MARY E SOUTHWORTH, 

ELIZA E. BURNHAM, ANNA REARDEN, 

GEORGIE A. CHAPMAN, ELIZABETH J. TIBBITTS, 

ADELAIDE DENISON, \I\KY WICKEN, 

CAROLINE FREEMAN, EVIMA WALL* 

• 

But it was thought by some that the High Schools had 
be< n illegally established, and besides — waiving the question 
of legality — they doubted the expediency of opening such a 
department; and soon the "High School Question" was 
one of lively debate among the people. Those who opposed 
the school, chiefly the heavy tax-payers, said no other city 
or town in the West maintained a school of this character. 
Why, they inquired, should we? There should be free 
schools, to be sure, common schools, and they were willing 
to be taxed to maintain them, but they declared that they did 
not want to pay for the support of public High Schools and 
Colleges. 

The City Council, then newly elected, appointed a special 
committee to examine the subject and make an early report. 
Having attended to their duty, a majority — two of the three 
members of the committee — reported that in their opinion 
the school was established in violation of law, and concluded 
by declaring that "it is inexpedient to support a High School 
at the charge of the common school fund." The third mem- 
ber of the committee dissented from these views and brought 
in a minority report. 

The action of the Council was now watched with the 
deepest interest. The friends of the school appealed to the 



*The School Register from which this lisi of names was copied con- 
tains the following observation of the Principal of the school, written 
under the head ol "General Remarks:'' "Monday, April 19, 1847. Four- 
teen girls were admitted this term. They do not come up to the standard, 
ami I doubt the policy of admitting gi'"l s a.t all into this department." 



CLEVELAND PUBLIC SCHOOLS. 35 

people through the newspapers. A mass meeting was called, 
and Dr. Fry, then principal of the West St. Clair Street 
Grammar School, addressed the citizens. He argued the 
necessity of this enlargement of common school instruction 
in order to give efficiency to the lower grades and perfect the 
system. The instruction furnished by the ordinary public 
schools of the city, good as far as it went, was too narrow and 
circumscribed, he believed, to meet the wants of the people. 
The mechanic and laborer must be better educated now than 
formerly, when they handled only the axe and the saw. To- 
day they have to stand amidst fire, and steam, and whirling 
machinery, and, without the higher education — without a 
knowledge of the higher mathematics, without knowing 
something of the laws of mechanics, something of the nature 
of steam, etc. — they are not masters of the situation. The 
Doctor enlarged upon this idea, and enforced it by illustra- 
tions. As to the disputed question of law, he cared nothing 
about them. If laws were in the way, if restrictions had been 
placed upon the public schools so that a boy could not be 
taught geometry after he had learned arithmetic, he thought 
it high time that they should look to the matter and have 
the laws corrected. He urged them to stand by the recently 
organized High School, and insist upon having a free High 
School. 

J. A. Briggs, Esq., also addressed the meeting. He said 
he believed in common schools, and he wanted them as good 
and as high as they could possibly be made. He had watched 
the growth of primary instruction in the city, and he had 
expected this popular demand for higher instruction to come 
sooner or later. It was now here, and he was glad of it. The 
people are in the move, and you can just get out of the way, 
said Mr. Briggs, when they speak. The idea of a High 



36 EARLY HISTORY OF THE 

School he thought the simplest thing in the world. It was 
merely to collect the more advanced scholars of the elemen- 
tary schools and teach them in a place by themselves. He 
had seen them — three or four in this school and two or 
three in that — trying to learn a few things about levers 
and screws, perhaps, or a few principles in mathematics a 
little higher up than arithmetic — poor boys mostly, but in 
spite of the slim chances that you give them, said Mr. Briggs, 
they are bound to go up. In a few years they will be invent- 
ing and putting engines together, staking out Western rail- 
ways and bridging the great rivers. He thought it a shame 
not to let such boys have a fair chance on the start. He was 
in favor of letting the girls into the High School with the 
boys. Educated mothers, he believed, would do a vast deal 
for this country yet. Cultured and refined, they will take 
care of their sons, and do more for them than institutions and 
laws. 

Bushnell White, Esq., an able lawyer, was of opinion that 
the school was entirely legal. In his published statement he 
says : " Let us examine the city charter. Section 20 enacts 
that 'for the support of common schools of said city, and to 
secure the benefits of education to all white children therein 
there shall be a tax of,' etc. What common schools ? What 
education ? Reading, spelling and arithmetic ? That was 
the common school of one hundred years ago. Will you 
add to these geography ? That was the common school of 
fifty years ago. Do you add still others — grammar and his- 
tory? That was the common school of twenty-five years 
ago. To fit men for the active business life; to fit them to be 
Councilmen, Mayors, Representatives and Senators, is the 
aim of the democratic common school of eighteen hundred 
and forty-seven. And it should be so, for it is the tendency of 



CLEVELAND PUBLIC SCHOOLS. 31 

the age to select these officers from the common people — the 
farmers and mechanics. But Section 22 decides the matter. 
It provides that ' the Board of Managers shall make such 
regulation for the instruction and government of the white 
children therein as to them shall appear proper and expedient. 
And they shall do and perform all other matters and things 
pertaining to the duties of their office which may be neces- 
sary and proper to be done to promote the education and the 
morals of the children instructed in said schools.' 

" This confers the power to classify, both as to age and 
studies; to say what branches shall be pursued, and what 
books used. The charter declares that common schools 
shall be supported. But, nowhere is it said what they are or 
what they shall be. It leaves the ' government,' the ' instruc- 
tion,' and everything that will ' promote the education of 
the children,' to the School Managers. Section 20 further 
provides, ' which schools shall be accessible to all white 
children who may reside in the city, subject only to such 
regulations for their government and instruction as the Board 
of Managers may prescribe.' That is, all the schools of the 
city are open to all the children of the city. It is not the 
school of a particular ward, but every school of the city. 
This differs from the State law, which requires the children 
of each school district to attend school in that district. But 
by our City charter, the child chooses his school. The 
3,000 children of the city may all go to Prospect Street 
School. What prevents this? Why, the 'regulations' of 
the Managers ; acting under the above section, they have 
established a ' regulation ' confining pupils to their respect- 
ive wards. This is an exclusive power vested in them 
alone. The choice of the child is 'subject only' to the 
Managers. Having power over both the ' government ' and 



38 EARLY HISTORY OF THE 

the ' instruction,' they can designate a particular school for 
each particular scholar. Under this power, they have estab- 
lished primary and senior departments, and also a High 
School department. If the former are legal, the latter is 
also. 

" But the whole matter is set at rest by a law passed in 
1838 (Swan's St., 836), which provides that the ' Directors in 
any incorporated town, city or borough may establish 
schools of different grades, and ordain such rules for the 
duties and discipline of such schools as they may think con- 
ducive to the public good.' " 

The Board of School Managers, in their report to the 
City Council for that year, argued the expediency of this 
enlargement of the common school system, and they con- 
cluded their report as follows : 

" The undersigned would respectfully represent to the 

Council that it is their firm conviction that the system is 

essential to the success of our public schools, and that it is 

the only way in which they can be made in truth what they 

are in name, common schools — common to all ; "ood enoucrh 

for the rich, and cheap enough for the poor — such schools 

as will meet the wants of all classes in the community. 

Chas. Bradburn, "") 

T. P. Handy, I Board of School 

Samuel Starkweather, ( Managers." 

William Day, 

j 

No action of the Council was taken on the Committee's 
report, and the school was suffered to continue till the 
following winter, when its friends secured a legislative enact- 
ment by which the City Council was " authorized and 
required " to establish and maintain a High School depart- 
ment. By a city ordinance it was then made a permanent 



CLEVELAND PUBLIC SCHOOLS. 39 

branch of public school instruction. The battle was won, 
but by reason of unfriendly feelings towards the school, and 
in part, perhaps, from want of appreciation of its needs, 
appropriations by the Council were inadequate for its sup- 
port — barely sufficient to keep it in existence. 

For two or three years the outlay of money per annum to 
support the school was almost precisely as follows : 

Rent of Basement $100 oo 

Fuel 25 00 

Incidentals 25 00 

Salary of Principal 500 00 

Salary of one Assistant 250 00 

Total expenses $900 00 

The average number of scholars for three years, as ap- 
pears from the School Register, was about eighty (ninety and 
a fraction the third year), so that the cost per scholar was 
quite low ; low enough, one would suppose, to have satisfied 
the most scrupulous in matters of expenditure. It did not, 
however. Some found fault, aad pointed to the school as a 
piece of unnecessary extravagance. 

All the work of the school was done by two teachers up 
to the fall of 1852, when an additional assistant was em- 
ployed. The course of study embraced all the branches 
usually taught in High Schools, excepting the languages, 
which were not added till 1856. With so small a teaching 
force, it was of course impossible to cover the exercises in 
any regular order of classification. As a partial remedy for 
omissions and breaks, classes were heard out of school 
hours, sometimes assembling after tea in the evening. 

The necessities of the school were pressing, and the 
efforts put forth by teachers and scholars to supply them in 
part were courageous. This much, at least, should be said. 



40 EARL! HISTOKY OF THE 

In prosecuting the study of Natural Science, some illustra- 
tive apparatus seemed indispensable. The boys of the 
school supplied it. They purchased a few pieces from time 
to time, until the collection was worth upwards of $500. 
They earned it. They earned it by giving lectures, chiefly 
upon topics in chemistry, by doing small jobs in surveying, 
and occasionally they secured donations of money from their 
friends. They purchased materials and laid up with their 
own hands a small brick laboratory, and finished it off com- 
plete for their use. There is scarcely a principle in mechani- 
cal philosophy that they did not illustrate by machinery of 
their own construction ; indeed, the same may be said of 
nearly every other branch of physical science. For two or 
three years they published a small monthly paper. This 
yielded a good deal of fun ami some money. It was useful, 
too, in other ways. 

These matters may seem trifling. They are so, perhaps, 
in themselves, but they belong to the history of the Central 
High School, as showing how that department was developed 
out of the growth below it — a necessity of that growth, and 
therefore normal. The enterprise and pluck of the boys of 
that day, mostly poor, was something phenomenal ; and the 
constant and unflagging exhibition of that spirit, in their 
pursuit of knowledge under difficulties, had more to do with 
satisfying all classes of people that such an institution ought 
to exist, and be maintained by the city, than all the argu- 
ments that had been made in its behalf. Opposition grad- 
ually died out. Leonard Case, the wealthiest man at that 
time in the city, took a warm personal interest in the school. 
On one occasion, seeing that they " could help themselves," 
as he expressed it, he wrote a letter " To the Boys in the 
Basement," inclosing a handsome donation, with his regrets 



CLEVE'.AXD I'l'lILIC SCHOOLS. 



41 



that he could not attend their lectures in chemistry, being, as 
he said, " too lame to get up there." 

The catalogue given on a preceding page embraces the 
names of those only who entered the school the first year. 
Subsequent classes pursued a greater number of studies, and 
in some instances advanced further in one or more of the 
branches taken, but in history, in general reading, in English 
literature, in ready and correct writing of the language, in 
extemporaneous speaking, especially in debate, no class is 



**? 










i-^ baa 




tz 



FIRST IIHJU SCHOOL-HOUSE, EUECTED, 1852. 



recollected to have equaled it. Special attention is called to 
their names. Let any person acquainted in Cleveland run 
his finger along through the list, and he will recognize the 
names of many who are eminent here as professional or 
business men, and others who have sought out new homes in 
distant places and achieved distinction, so that the city is 
proud to claim them as her sons. The names of several will 
be noticed who, in high official positions, have done the 



4-2 



i \ KI.Y HISTOEl OF THE 



State and the nation distinguished service, and who are 
known in all the land. 

The lot on which the present High School building stands 
was purchased in 1851, and in the following year, a cheap 
wooden structure was put up on it for the temporary accom- 
modation of the school, the expectation then being that a 
suitable building would very soon be erected. The grounds 
were thickly studded with second-growth trees, and in sum- 
mer it was a delightfully pleasant place. A drawing oi the 





few 




■Hi « 






II II 





CLKVE] \\l> CENTRA! HIGH SCHOOL. 

building and its surroundings was made by one of the pupils 
just before it was pulled down, from which the woodcut on 
the preceding page is taken. 

The top oi a church with its belfry is seen beyond. It 
was in the basement oi this church that the High School 
passed its earliest years. At the right is shown a building 
occupied tor several years as a seminary for young ladies, a 
private school. Very few of the trees that existed are 



CLEVELAND PUBLIC SCHOOLS. 43 

shown, since, to one standing on the street, they nearly hid 
the building from view. 

The present Central High School building was com- 
pleted in the spring of 1856, at which time the cut was made 
from which the illustration on the opposite page is taken. 

The building is 60 by 90 feet ; style of architecture, 
Romanesque. The front, with its turrets and portico, is of 
cut stone ; the basement rough stone, and the side and 
rear walls brick. The total cost of the building, furniture, 
furnaces, iron fence in front, etc., was $20,000. The lot upon 
which it stands is 104 by 197 feet. It was dedicated April 1, 
1856, the following being the order of exercises : 

ORDER OF EXERCISES 

AT THE 

DEDICATION OF THE HIGH SCHOOL BUILDING, 

CLEVELAND, APRIL I, 1856. 

MUSIC, 
By pupils of the High School, assisted by pupils of the Gram- 
mar School, under the direction of Prof. Bingham. 

"OUR NATIVE LAND." 
Land of our fathers ! wheresoe'er we roam, 
Our native country is still our home ; 
Long may prosperity on thy sons attend, 
And to posterity its gifts descend. 

Tho' other climes may brighter hopes fulfill, 
Land of our fathers! we love thee still; 
Heaven shield America from each hostile band, 
And peace and plenty crown our native land. 

PRAYER, BY REV. S. W. ADAMS, D. D. 

MUSIC. 

AN ORIGINAL ODE, 

By L. M. OvtATT, Principal Eagle Street Grammar School. 

Hail glorious day, so long expected ! 

How many hearts beat high with pride, 
To see the stately fane erected, 

To shed a hallowed iniluence wide. 



44 EARLY HISTOET OF THE 

Here rise its turrets, skyward pointing — 
There sinks the old— a wreck alone!* 
And from its ruins comes a tone — 
"Work for the future — God appointing — 
Press on! press on! glad youths, the prize is Virtue's crown!' 
Arouse! arouse! the day is ours ! 
l'ut forth your noblest powers! 

Away with Ignorance, all debasing ! 

Away with Prejudice and Hate! 
Live — every meaner trait effacing, 
Shake off each fetter ere too late! 
Here shall the mind unfold in beauty, 

And "Star-eyed Science," linked with thee. 
Bright effluence of the Deity ! 
Shall climb, with joy, the path of duly. 
Press on! press on.' glad youths, the prize is Virtue's crown! 
Arouse! arouse! the day is ours ! 
Put forth your noblest powers! 

Look down, oh sainted ones of story — 

Behold your children keep their trust! 
The Wesl shall see a brighter glory 

I nan e'er illumed your sacred dusl ! 
Above i he roar of Erie's surges, 
Swells up a voice which bids us strive 
For the high soul alone to live! — 
That spirit voice our efforts urges: — 
Press on! press on ! ye youth-,! the prize is Virtue's crown ! 
Arouse! arouse! the day is purs ! 
Put forth your noblest powers! 

INTRODUCTORY REMARKS, 

BY GEORGE WILLEY, ESQ. 

ADDRESS, 

BY H. H. BARNEY, ESQ., STATE SCHOOL COMMISSIONER. 
MUSIC. 

BEAUTIFUL VENICE. 



An allusion to the old building, then partly torn down. 



CLEVELAND PUBLIC SCHOOLS. 45 

ADDRESS, 

BY C. W. PALMER, ESQ. 
MUSIC. 

ORIGINAL HYMN, 

By Miss Harriet Vail, Teacher Girls' Intermediate School, Rockwell street. 
Let solemn thanks to Heaven arise ; 
Our College dome salutes the skies ! 
The country's hope, our choicest youth, 
Shall here be trained for right and truth ! 

For cheering word, for generous deed, 
For faithful friends in hour of need, 
For fostering care, for bounteous aid, 
Let solemn thanks to Heaven be paid. 

DOXOLOGY. 
From all that dwell below the skies 
Let the Creator's praise arise ; 
Let the Redeemer's name be sung 
Through every land by every tongue. 

TEACHERS' ASSOCIATION. 

The early teachers of Cleveland labored with great earn- 
estness and zeal. Soon after the schools were organized, 
they held meetings to consider and discuss matters of 
general interest to the schools. The first regularly organ- 
ized association was effected in the fall of 1842. No records 
of the meetings for the first two or three years are extant. 
A few of the topics discussed, however, are recollected, and 
since they have some historical value in themselves, it may 
be proper to state them. One of these topics, and the first 
one discussed after the organization of the Association, 
related to moral culture. It was stated in the form of a res- 
olution, and was as follows : 

" Resolved, That no part of our work as teachers calls for 
greater attention at this time than that which has for its 



•46 B \i;i.V HISTORl OV THE 

object the rooting out of evil habits and the planting of good 
ones in their places."* 

The next subject for remark, or one very soon following 
the above, had reference to school attendance. It was sub- 
stantially as follows: "What means can be used to lessen 
the evil of irregularity of attendance ?" 

The most noticeable defect in the public schools at that 
time was their low moral status, and therefore it was thought 
advisable to consider the question, embodied in the resolu- 
tion, at the outset. The prevailing vices were set forth, and 
it was the unanimous expression of teachers that their enor- 
mity' was too great to be longer suffered. The right course 
to be pursued was agreed upon, teachers moved forward, and 
the reformation effected in six or eight months was a sur- 
prise to everybody — to the teachers themselves, even, who 
had not before seen what could be done by steady, united 
effort. 

Attention was soon after called to the matter o( irregu- 
larity of attendance ; teachers compared their records. It 
was shown that nearly 25 per cent, of the scholars were 
absent every day ; or, to make the statement more exact, the 
average daily absence amounted to nearly 25 per cent, of the 
whole number attending the schools. In some schools it 
was even greater than that. So great an evil could not, oi 
course, be tolerated, not by teachers who were thoroughly in 
earnest, and meant to accomplish anything. Circulars to 
parents were issued; rules, regulating absence and tardiness, 
were established under the authority of the Board of Mana- 
gers ; merit cards were given to the most punctual, and per- 
haps other means were made use of — some compulsory in 

' •' \ . sent round to teachers, having this resolution upon it, is 

:-till extant. 



CLEVELAND PUBLIC schools. \ } 

their nature, others persuasive. There was a marked im- 
provement, and in a few months the schools reached a high 
standing in punctuality, which it was easy to keep after the 
habit had been established. 

Further along in the years — from 1844 to the time the 
office of Superintendent of Schools was created — some 
records of the proceedings of the Association, together with 
newspaper reports, are in existence. From these sources 
considerable might be gathered to show how important an 
agency the Association was in giving shape and character to 
the schools of the city. While there was no one authorized, 
as now, to say precisely what, when and how to teach, there 
was a decision upon most of these matters in the community 
of opinion so clearly pronounced that it had very great weight 
in correcting faulty methods, and in regulating and making 
instruction uniform. The teachers exercised great independ- 
ence of thought, withholding no expression of opinion con- 
cerning the schools, nor did they spare their criticisms upon 
each other's work. As some illustration of this, take this 
from its connection in the journal records : 

Mr. Fry. — " I think map-drawing an excellent thing, but 
these maps on exhibition here are too good — too labored — too 
elaborate. They cost too much. As specimens of pencil 
drawings, I should commend them." 

Mr. Oviatt. — " I agree with Mr. Fry in the main, but 
there are ends secured by such work that are not without 
value. Skill in drawing is to some extent acquired; the taste 
is cultivated, and the habit of doing things neatly and well is 
encouraged." 

Miss Humphrey. — " When I want to cure a boy of his 
slovenly habits — one who cannot use a clean book a half day 



48 KAKI.Y 1UST0KY OF THE 

without soiling it — I set him to drawing maps. I don't mean 
to let the map-drawing mania, however, get into my school, 
not if I can help it." 

MlSS Howard. — "A member of the Board of Managers 
commends a teacher for her thoroughness in teaching geog- 
raphy. Her pupils, it is said, can bound every county in 
Ohio and name its shire-town. That is thoroughness with a 
vengeance." 

Miss Vial. — " But that is no worse than learning all the 
little rivers and villages from here to Cape Horn." 

Mr. Humiston, — "I don't believe my boys can bound 
Cuyahoga count}-." 

Mr. Freese. — "Well, that is the other extreme. It is 
astonishing to me that you should exercise so little good 
sense — you that have it — that you should never find out 
what is comparatively of the most value to your pupils. That 
is all there is of it — to judge which is of the most practical 
use, where there is so much that must necessarily be omitted. 
When 1 taught geography, I pursued for many years but one 
plan. It was to make as thorough work as I could with out- 
lines, omitting a good deal more than half we meet with in 
our text-books, and I made it a point never to leave a divi- 
sion until every scholar could dash off a map of it 
from memory upon the blackboard in from three to five min- 
utes. 1 am satisfied that we are spending too many months 
m\o\ years upon geography — wasting time upon unimportant 
particulars." 

Mr. OviATT. — "Just so, as to the last remark, but take, 
say France ; you can't draw much of a map of it in five 
minutes." 

Mr. Freese. — "That is true, but I should not want much 



CLEVELAND PUBLIC SCHOOLS. 49 

of a map of it. A tolerably correct outline, three or four of 
the principal rivers, and about five or six of the largest cities, 
are all that I would require. No more will stick in the 
memory, and not that much, if you cram it with the minutia 
of the map. Some of you say that you are putting about 
four years upon this study. Only think of it ! Four years 
in learning a million of things, seven-eighths of which the 
mind will cast out in a short time, because it is rubbish, and 
because it ought not to be there. Perhaps it is of some use 
to know what river empties in the Yangtsekiang at the city 
of Twango, but it seems to me to be very little." 

From time to time quite full reports of the proceedings 
of the Association were furnished the city papers. The 
object of publishing the proceedings was a special one. It 
was to awaken attention to what the teachers of the city were 
endeavoring to do, and to gain the confidence of the people 
at a time when very many patronized only private schools, 
and who believed the free schools inferior institutions that 
could not, chiefly because they were free, be made worthy of 
their patronage. 

But the better to judge the character of the organization, 
what purpose it subserved, in what way it contributed to the 
success of the schools — and as a matter of history, too — let 
the proceedings of a single meeting be given. 

MEETING OF THE TEACHERS' ASSOCIATION. 

The Association convened at Rockwell Street School- 
house, Friday evening. There was a full attendance, all the 
teachers of the city being present except one — a lady teacher 
from Prospect street. 

Essayist — Miss Sarah Foster. Subject : Primary Schools. 

Synopsis of the Essay. — The Primary School is less 

4 



50 EARLY HISTORY OF THE 

showy than others, and it attracts less attention. It ought 
not to be so. Here, at the beginning of the child's course, 
the greatest solicitude should be felt. Here the foundation 
of education is laid. It should be well laid, since upon it is 
raised the superstructure. Good teachers are essential ; the 
best are hardly sufficient. The few things taught from books 
do not, perhaps, call for teachers of high literary attainments, 
but these make up only a small part of the work to be done. 
Shape is to be given to the mind. The understanding is to 
be opened, little by little, and just in the right way. The 
moral character is to be outlined and the nicer work of filling 
in commenced. The teacher's ideal should be high and 
noble. In gathering the little ones about her for instruction, 
she should have visions of a beautiful manhood and a beau- 
tiful womanhood, and exercise a lively faith in the possibilities 
of achieving splendid things. Without these conceptions, 
without these visions, nothing can be done for the child 
worth mentioning ; all will be mechanical and lifeless. Greater 
perfection may be looked for in the Senior Schools when the 
Primary Schools receive due attention. 

Mr. Freese commended the essay, and said that the sub- 
ject of primary instruction had not received that attention 
from the Association due to its importance, and he would, 
therefore, move that it be taken up as a topic of general dis- 
cussion at the next meeting. The motion was carried. 

The Association then proceeded to the discussion of 
arithmetic, the regular topic for the evening. 

Mr. Humiston said it was not necessary for him to argue 
the importance of arithmetic, or to show its place in a sys- 
tem of instruction. It was well settled and fixed, and he 
thought there was little danger, in this practical age, of its 
suffering any neglect or losing its prominence in our school 



CLEVELAND PUBLIC SCHOOLS. 51 

exercises. He believed, too, that no branch, on the whole, 
was better taught, and he felt some diffidence in undertaking 
to speak upon a subject so thoroughly understood by the 
teachers before him. 

We are too apt, he said, to be led by text-books, and in 
the hurry of school duties, to copy everything and furnish 
nothing. This he thought was a fault. Good teachers are 
always able to make text-books of their own, and very often 
better ones than they use. With spacious blackboards, it 
made but little difference with him what author he used. He 
could supplement the work where there was need of it, and 
substitute better matter where he chose to reject what was 
faulty. Warren Colburn's Mental Arithmetic was, perhaps, 
the nearest perfect of any book in use, but to follow that 
literally, without additions or variations of examples, was a 
very poor way of teaching it, in his opinion. He would have 
no superficial work — nothing half learned. One thing well 
learned was worth a dozen things poorly learned. 

Mr. Oviatt remarked that this ignoring of text-books 
might be all very well. It was a good thing to say ; it 
sounded well; but the endless amount of work that he had to 
do in his school precluded the possibility of making text- 
books as he went along. Nor did he believe there was any 
need of it. If the books in use were not what they should 
be, let the Association appoint a committee to search for 
better ones. If unsuccessful, he believed his colleague should 
be set to work without delay. As for himself, his voice was 
for a book, not that he had a particle of respect for it. It 
was a convenient thing to have — one of his tools simply. 
His custom was to assign a definite amount of text-book 
matter every day, and then insist that it be thoroughly mas- 
tered, so far at least as lies in the power of pupils, and they 



52 EARLY HISTORY OF THE 

have a good deal more power, he thought, when they find 
they can't escape, than they would have their teachers believe. 
Boys and girls, said he, are exceedingly shy of things that 
are taxing, and they will be sure to escape work when they 
can. He required his scholars to work out every example in 
their text-book, not by the rule, perhaps, under which it 
stands, but in any way they have wit enough to invent. In 
reviews he furnished original matter. 

Miss Clemens said she found very little difficulty with 
written arithmetic, if mental arithmetic had been thoroughly 
taught as a preparatory course. She allowed her pupils in 
their slate exercises to reason along through their work pre- 
cisely as they did in mental exercises. 

Some one suggested that that was probably the secret of 
Miss C.'s excellent success as a teacher of arithmetic. 

Mr. Fry inquired if Mr. Lawrence had not some secret in 
teaching this branch of study that he was willing to reveal ? 
The Herald had stated that his classes beat everything there 
was going. 

Mr. Lawrence replied that he had no secret, and that the 
paper referred to had probably overstated the matter. He 
pushed mental arithmetic pretty hard, and after leaving Col- 
burn, he continued to work without the slate through a great 
part of his text-book on written arithmetic. 

Mr. Fry suggested that it might not be wise to load the 
mind down with burdens that were a dead weight, to carry- 
ing, for example, large numbers, such as would result in 
squaring 357, or any like number. Mr. Lawrence's scholars, 
he said, made nothing of such feats. 

Mr. Freese believed that, upon essentials, teachers were 
not very far apart. It seems to be now pretty well settled 
that very little attention should be paid to rules, and that the 



CLEVELAND PUBLIC SCHOOLS. 53 

analytic process of reasoning — Colburn's plan — is the best, 
especially at the outset. That was his own opinion. It 
developed the most thought. It compelled attention — close, 
fixed — and the chain of reasoning was more simple and 
complete. Herein, Mr. F. thought, was the priceless value 
of the study of Mental Arithmetic. The processes in Writ- 
ten Arithmetic are more or less mechanical, especially so 
where rules are followed, and but little thinking is done. 
The student is directed to place the numbers thus and so, to 
cancel, to multiply, to divide. He believed it was a positive 
damage to the learner to be kept upon such work. It is 
easier, it is shorter, teachers sometimes say. Perhaps it is, 
but those are matters of little importance. The thing wanted 
was intellectual exercise — keen, clear thinking — to the end 
that the reasoning powers may be developed and made 
strong — not the " answer," as a main object. If that be all, 
said Mr. F., better purchase such a contrivance as was shown 
him the other day. It was, he said, a small cylindrical appa- 
ratus, having upon it a number of sliding rings and covered 
by figures. By certain turns and twists, made in accordance 
with the conditions named in the question to be solved, the 
answer could be made to appear. Mr. F. was sure that those 
teachers who were so fond of Rule-of-Three statements, 
cancellation processes, and the like, would be pleased to 
introduce the zvork into their schools. 

The Committee on Business reported exercises for the 
next meeting, as follows : 

Essayist. — Miss Humphrey. 

Topic for Discussion. — The Primary Schools of Cleve- 
land — as they are and as they should be. 

Adjourned to meet at the same place in two weeks. 



5-4 EAELY HISTORY OF THE 

These teachers' meetings were at all times open to the 
public, and citizens who felt an interest in the subjects that 
engaged the attention of teachers often came in and took 
part in the discussions. 

Among those most frequently in attendance were James 
A. Briggs, Charles Bradburn, George Willey and Jehu Brai- 
nerd. 

Mr. Briggs being a ready speaker and in hearty sym- 
pathy with the work of teachers, kindled a great deal of 
enthusiasm. 

Charles Bradburn cared more to hear a discussion upon 
the best mode of heating a school-house than he did one 
upon the best plan of teaching Arithmetic, although not a 
teacher in the city could surpass him in intricate commercial 
calculations. His thoughts ran largely upon material appli- 
ances — school-houses, school-furniture, heating apparatus, 
etc. His " Resolutions," whether as a member of the City 
Council or Board of Education, carried that one burden — the 
pressing wants of the schools; and on that line he fought it 
out for twenty years, and until the "Bradburn School-House" 
came forth, and other buildings similar to it in various parts 
of the city. He seldom spoke much at the meetings of the 
Association, and only in one place among the fragmentary 
records is there any reference made to his remarks. 

It may be said with much truth that he was conspicuous 
for saying little and doing much. To name his deeds in the 
affairs of education and the schools would be to write a very 
complete history of them from 1840 to i860. His few -words 
upon the records of the Association are noticeably charac- 
teristic. They are embraced in a journal entry, made Dec. 3, 
1845, of which the following is a copy : 

" The President of the Association announced the pres- 



CLEVELAND PUBLIC SCHOOLS. 55 

ence of Mr. Bradburn, and said that, as he had just returned 
from a visit to the schools of Lowell, Mass., the teachers 
would be glad to have him give some account of them. 

" Mr. Bradburn said that his private business had called 
him to Lowell, and that while there he took the opportunity 
to look in upon a few of the schools. The Lowell schools 
are among the best in Massachusetts ; at least they are so 
rated. The school buildings are large and substantially 
built. He thought the lots upon which they are erected too 
small. He observed that they used the Boston Primary 
School Chair in the lowest grades. Their cost was no more 
than the seats we put into our Primary School- rooms. Their 
best school-houses have large rooms ; some of them will seat 
two hundred pupils. 

" He visited the Mayhew Grammar School, of Boston, 
and there, too, the rooms were large. The schools, he 
thought, made a fine appearance, seated in their airy, spa- 
cious rooms. Comparatively, they cost less than small 
rooms. They can be heated at less expense per scholar. 
He was aware that Mr. Freese and one or two other teachers 
of Cleveland had prejudice against them. 

" Mr. Bradburn said he called at the office of Horace 
Mann, Secretary of the State Board of Education. He was 
preparing a book of abstracts of all the local school reports 
made in the State. He would venture to say that the Secre- 
tary was doing more for popular education than any man in 
this country. He said he was impressed with the gentleman- 
like bearing of the boys in the Boston Schools. They stand, 
they sit, they walk like trained cadets. Their politeness, too, 
is quite noticeable. He believed it would not hurt the boys 
of Cleveland to have their manners mended a little. The 
other day he was riding past one of the school houses with a 



.V; EARLY HISTORY OF THE 

friend, a stranger, and the boys and girls assembled before it 
were so much like a mob that he was ashamed to own that 
it was a public school. He hoped teachers would discourage 
marble-playing. If cheating and lying were to be taught, he 
was of opinion that no plan of doing it so effectually could 
be thought of as to organize classes in playing this game. 

"Teachers, he said, need not fear that the Board would 
not sustain them in the enforcement of all wholesome regu- 
lations. 

" Mr. Bradburn's remarks were well received." 

Mr. Willey looked much to the philosophy of education, 
and teachers had great respect for his opinions and judg- 
ments. He was always listened to with the profoundest 
attention. While a member of the Board of Education, his 
was the controlling mind in all matters having close relations 
to educational work — fixing relative values to the several 
exercises and subjects of study as a guidance in the distribu- 
tion of labor, and otherwise harmonizing the scheme of 
instruction and making it effective. His published school 
reports and educational lectures are perhaps unsurpassed by 
any similar papers and documents to be found anywhere. 

Upon the subject of Free Schools, when it was a question 
whether schools higher than the common grade should be 
free, Mr. Willey spoke as follows. The quotation will illus- 
trate his style of expression and scope of thought : 

" I confess for myself, if my humble preference be worth 
announcing, that I am wedded to the theory of free educa- 
tion, to be dispensed without money and without price, to 
whomsoever in the State shall apply for it ; and to embrace 
all learning from the child's alphabet up to the highest 
branches of university education. Whatsoever falls short 
of this, falls short of a perfect system. There should be 



CLEVELAND PUBLIC SCHOOLS. 57 

plain and palpable reasons, reasons founded in inexorable 
poverty, why a State should draw a line of demarcation be- 
tween different grades of attainments, saying — this knowl- 
edge you may have free — for this superior knowledge you 
must pay. Precisely the same arguments which authorize 
the withholding of superior education, would justify, by a 
downward progressiveness, the withdrawing of common ed- 
ucation; and on the other hand, the precise doctrine which 
demands public provision for common education, carries 
irresistibly with it a demand for the highest knowledge the 
age is possessed of. There is no point short of utmost alti- 
tude, or utmost depression, where the friends or opponents of 
popular education can rest their argument. The day has 
gone by which can lend countenance to the idea of an aris- 
tocracy of knowledge. What is valuable for the few, must 
be valuable for the many. There is no reason or humanity 
in making, not intentionally, of course, but practically, a dis- 
tinction between the rich and the poor — leading the Child 
of Genius, it may be, with free and encouraging hand, up the 
rugged steeps until he catches a glimpse of sanctuaries of 
higher learning, and ' Fame's proud temple' which 'shines 
af ir,' and then dashing his ambition and his hopes, by telling 
him, — these heights you may not mount — these inner courts 
you may not enter. These gates you see are golden. They 
turn on golden hinges. They answer only to a golden key. 
* * * << No one gainsays that while 

private enterprises for special training, for special purposes, 
are to be encouraged and applauded, yet that no mortal in- 
strumentality can safely be entrusted with the educational 
welfare of all the children of the State, except the State 
itself. Here is, or should be, the ever watchful parental eye 
— here, the collected, steadfast purpose — here, method, sys- 



58 EAKLY niSTORY OF THE 

tern and permanency — here, deep and comprehensive wis- 
dom — here the arm which can reach down to the lowest, 
extend to the farthest, and be recognized and respected by 
the highest — which can encompass all classes and bind 
them together in common bonds — here, the copious and 
sufficient treasury, depending not on popular caprice, nor for- 
tuitous circumstances, which may enrich one day and impov- 
erish the next, but a treasury to the annual replenishment of 
which the entire property of the people is, or should be, irre- 
vocably pledged. Said Robert Winthrop in a late agricul- 
tural address, alluding to Massachusetts, " Other nations 
may boast of their magnificent gems and monster diamonds. 
Our Kohinoor is our Common School System. This is our 
Mountain of Light, not snatched, indeed, as a prize from a 
barbarous foe, — not designed only to deck a royal brow or 
to irradiate a Crystal Palace — but whose pure and penetrat- 
ing ray illumines every brow, and enlightens every mind, and 
cheers every heart and every hearth-stone in the land, and 
which supplies from its exhaustless mines, ornaments of 
grace unto the head and chains upon the neck of every 
son and daughter of Massachusetts.' " 

Upon Order and Discipline Mr. Willey expressed the fol- 
lowing sentiments : 

" Order or studiousness enforced by harshness or violence, 
is superficial and but little worth. A wide distinction is to 
be taken between an orderly school, which is so because it 
fears to be otherwise, and one which has been taught to pre- 
fer a polite behavior as a matter of pure choice, or because it 
has become too much engrossed in its studies to have leisure 
or inclination to turn aside from a correct deportment. The 
teacher who has ceased to labor for good order as a distinct- 
ive object, but relies upon and expects it as a natural incident 
of the good will for him, and enthusiasm for study which he 



CLEVELAND PUBLIC SCHOOLS. 5£ 

has succeeded in kindling in the hearts of his pupils, by 
skillfully directing their salient spirits rather than by harshly 
repressing them, has accomplished the first requisite toward a 
pleasant and successful school. The fact that youthful ener- 
gies flow never in channels so deep and tranquil as in later 
life, contains no argument that they should be discouraged or 
forbidden, but only that they should be judiciously guided 
and applied. 

"The teacher who secures implicit observance of his 
commands does well, but he has succeeded better who has so- 
skillfully inwrought into the dispositions of his scholars a 
healthful appreciation of the superior beauty of right to 
wrong, that in choosing propriety of conduct and refinement 
of manners, they shall seem to be obeying their own sug- 
gestions, rather than the dictates of a superior. Let volun- 
tary goodness on the part of the pupil be encouraged to 
dispense, as far as possible, with the authority of the teacher. 
Obedience to others is seldom more than negatively salutary, 
while obedience to any correct laws which we have instituted 
for ourselves, is attended by positive growth and development 
of character. 

" In all, too, that pertains to school discipline, how rapid 
and near approaches have been made to those kindly and 
philosophic principles which are founded in a broader and 
more generous conception of human nature and human 
rights. He who was once called Schoolmaster is now called 
Teacher, and this change of appellation, as it has grown 
gradually into usage, is agreeably significant. The Great 
Teacher who said ' Suffer little children to come unto Me,' — 
how difficult, how irreverent it would seem to endeavor to con- 
ceive of Him, drawing out and after Him the youthful intel- 
lect and affections by any other cords than those of sympathy, 
consistency, benignity and love. Physical prowess has come 



'00 CLEVELAND PUBLIC schools. 

to be regarded as the least essential attribute of an educator 
of the mind and a trainer of the more delicate sensibilities 
of the heart, and we would omit no occasion of referring to 
the progress of the age in this particular. 

" So, too, it is gratifying to note the general adoption and 
observance of the radical difference that exists between the 
mere reception or acquisition of knowledge and the education 
of the faculties. Bacon conferred no greater favor upon 
Science when he discovered, or rather when he gave curren- 
cy to, the Inductive Process, than did he upon education who 
first promulgated that there is a difference between so train- 
ing the muscles and sinews of the mind as to enable it to 
hold itself erect, its various faculties moving and acting with 
vigor, harmony and precision ; and bowing down forever the 
intellect of the student beneath a mass of facts, heaped up 

incongruously in the memory, and miscalled knowledge. 
******* 

" Kvery Teacher should carry a Normal School within his 
own brain — himself the pupil, and his own intellect, his 
thought, the master. 

" It is not meant to underrate facilities, but when we look 
abroad and see how little these, however specially adapted, 
can do alone toward winning wealth or fame — when we see 
with the same advantages so great discrepancies of results, 
we are inevitably admonished that something beyond what 
others can do for one is to be done by one's self. Thought, 
one's own thought, ever, is man's strength and man's depend- 
ence. Without it, learning, and information, and counsel, and 
foreign aid, and the whole panoply of exterior arrangements, 
but weigh him down like the armor of a robust sire on a 
degenerate son. ' That Literature is little worth which hangs 
loosely on the character.' It should be blended, inwrought 
linto the intellect, like nicely fitting Mosaic." 



TABULAR VIEW OF THE SCHOOLS FOR WINTER TERM OF 1850. 



SCHOOLS. 



( lentral. 



Prospect 



Rockwell 



W.St. Clair. 



DEPARTMENTS. 



High Boys and Girls 



Senior Boys and Girls 



I Boys . 

Primary < 

y I Girls. 



Senior. ...Boys and Girls. 



i Boys . 
Primary < 

' I Girls. 



Champlain I 



{ 

Kinsman... i 

I 



E.St. Clair \ 



Senior Hoys and ( i iris 



f Boys . 
Primary < 

I Girls 



Senior Boys and Girls 



f Boys 

Primary - Girls 

Boys and Girls 



Senior Boys and (lirls 

Boys and Girls 
>ys and Girls 



Prim 



fBoj 

y. Boy 



Senior Boys and Girls 



r Boys . 
Primary < 

t Girls. 



146 



172 

96 
96 

96 
98 



93 

1 12 

70 

79 

116 

150 
60 

87 

100 
112 



78 

106 

72 
73 

140 

67 
5i 

7i 

66 
70 

54 

64 
59 
40 

81 
112 

45 

56 
60 
65 



141 



TEACHKKS. 



(A. Freese. 
(Cath'r'e Jennings. 

(L. M. Oviatt. 
(Sophia Hickox. 

Mary T. Doane. 

Eliza II. Corlett. 

(R. F. Hum is ton. 

(Nancy B. Merrill.. 

Sarah Brown. 
Olive Meech. 

{Richard Fry. 
(Maria Kingsbury. 

Miss Sutherland. 

Miss Tabor. 

W. G. Lawrence. 
Julia F. Ilamni. 

Anna E. Duffy.. 

Lovira Smith. 

Mary Southworth.. 

Miss Humphrey. 

Louisa M. Oviatt.. 
Joanna Fry. 

Jane P. Williams. 

Georgia Chapman 
Mary Haver. 



Total Number of Teachers 

Total Number of Pupils 

Total Average of Pupils , 

Average Number to each Teacher 
Average Number to each Teacher 



25 

2081 

I440 

on Total Enrollment .... 98 
on Average Attendance, 65 



62 EARLY HISTORY OF THE 

VAGRANT YOUTH OF THE CITY. 

The difference between the whole number of pupils 
enrolled in the schools and the number due the schools — 
those of legal school age — was at one time a theme of 
much discussion. Because the teachers were not able to 
show an enrollment of more than half the number returned 
by the school census, it was thought to reflect very seriously 
upon the public schools, and the work which it was claimed 
they had undertaken to do. The statement was boldly put 
forth that one-half the children of the city were growing up 
without education. 

Feeling called upon in self-defence to correct a notion so 
erroneous, the teachers collected facts bearing upon the mat- 
ter, and so presented them as to show plainly that the infer- 
ence drawn from the single fact of attendance was entirely 
unwarrantable. But in the discussion they were obliged to 
•confess that there was a class of boys and girls in the city 
that the public schools had never reached — that no ordinary 
school could reach — and that practically these children were 
left without schools. The number so allowed to drift through 
the city was even stated — very nearly the exact number. To 
ascertain it, very great labor was expended. The complete 
tabular showing embraced names, ages, places of residence 
— permanent or otherwise — business engaged in — if any — 
brief personal descriptions, and perhaps one or two other 
items. It was believed that there was not a dozen street wan- 
derers that escaped the search. All the facts were laid before 
the Board of School Managers, but no action on their part, 
•grew out of it. It however awakened attention to the condi- 
tion and wants of this idle and destitute class of youth ; and 
before the teachers, at the meetings of their Association, had 
adjourned the discussion of the question, " How shall these 



CLEVELAND PUBLIC SCHOOLS. 03 

children be reached ? " work had actually commenced — the 
work of visiting the destitute, relieving their wants, and 
gathering them here and there into places of instruction. 
Among those who were perhaps the most active in this mis- 
sionary labor may be mentioned Mrs. Jacob Lowman, Mrs. 
Abby F. Babbett, Mrs. Harriet Mitchell, Mrs. E. Staats, Rev. 
D. Prosser, Mr. Robert Waterton and Mr. Samuel Foljambe. 
Two of these noble women have gone to their reward — two 
remain, and one of them, remarkable still in her labors of 
love, says, in reply to enquiries : 

* "I was in that work for six years. It 

required a vast amount of work in the way of visiting, sup- 
plying clothing, and sometimes finding places for poor little 
lone ones to lay their heads at night. I remember of making 
in one year, with my own hands, one hundred and sixty little 
garments. We found many who had no regular homes, and 
who slept in old lime kilns and sheds, or anywhere else they 
could get a chance. These cases we took first, and gave 
them our special attention. Again, we found very many hav- 
ing homes, but a little above beggars, who did not attend 
any school during the week. We resolved that we would 
use every possible effort to induce them to attend school, but 
it was a failure. They could not be induced to go. Their 
parents, as a general thing, were willing, but there seemed to 
be a feeling of caste, on their part, if I may so express it, that 
they could associate with those only who were as ragged 
and destitute as themselves. We could not overcome this 
feeling, and many of the ladies were discouraged. But a few 
of us, who had been long among the poor, could not give up 
so. We could not be content with what we could do for 
these children on the Sabbath, so we asked the Superintend- 
ent to give out that there would be a week-day school in the 



G-4 EARLY HISTORY OF THE 

Sunday School room, to commence the next day. I cannot 
now remember whom we had as teachers, but the children 
came, the large room was full of them It was in mid-winter, 
too, and I think they came all the week. We conferred with 
Mr. Waterton, who approved of the school, and I remember 
his saying he thought he could get the brick school-house 
on Champlain street, not then in use. He succeeded, and the 
school was taken there, and afterwards managed by Mr. 
Waterton." 

Mr. Foljambe, being invited to do so, writes out a brief 
history of the organization denominated the Industrial 
School. He says : 

" In response to inquiries, I will state that the Industrial 
School is an outgrowth of the so-called Ragged School, oc- 
curring as follows : 

" In 1853 the Rev. D. Prosser, aided by Mrs. Lowman, Mrs. 
Babbett and Mrs. Mitchell, commenced a Sabbath School for 
the instruction of the poor and destitute, children and adults, 
living on the Flats, Canal and River streets, and in the vicin- 
ity of the ship-yards. Those ladies, with others who aided 
them, labored for some months in Waring's Block until the 
place became too strait for them ; and at a meeting of the 
citizens, funds were raised, resulting in the erection of a large 
and commodious building on Champlain street.* Meantime, 
S. Foljambe had accepted the superintendence of the school, 
calling to his aid a noble band of teachers from all the lead- 
ing churches in the city, who for over four years labored with 
great unity and success ; the school numbering from 250 to 
400 scholars. George W. Whitney, Assistant Superintendent, 
S. L. Kennedy, Secretary, and Mrs. Staats in charge of the 
Primary Department. 

* This building was destroyed 03' fire. 



CLEVELAND PUBLIC SCHOOLS. 65 

" Rev. Mr. Prosser soon engaged in the Bethel work, and 
managed successfully that Sunday School, working in the 
same field and upon nearly the same kind of material. Much 
good was done, and very many poor children were instructed 
and improved both morally and physically. Robert Water- 
ton was deeply interested in the welfare of our school, but 
he soon saw and realized the importance of tveek-day instruc- 
tion being added to the Sabbath-day instruction, and hence, 
with the pecuniary aid of a few benevolent citizens, provision 
was made for its accomplishment. 

" Sunday instruction was now conducted in two principal 
schools ; in our own, called the Ragged School, and in the 
Bethel ; while the week-day instruction was given in the brick 
school-house furnished by the city. Subsequently the latter 
school, by reorganization and securing aid from the city, took 
the name of Industrial School, by which it is still known." 

THE INDUSTRIAL SCHOOL AND CHILDREN'S 
AID SOCIETY AND HOME. 

These names are often associated as above written, and 
they cover in meaning, the whole scheme of benevolent en- 
terprise, as now carried on, originating as described in the 
foregoing letters. But by this assembly of words three sep- 
arate and distinct things are signified, viz : the Industrial 
School, the Children's Home and the Children's Aid Society. 

A few words by way of explanation. The Industrial 
School is a creation of the City Council, therefore a city 
school, although differing from any other. The city provides 
buildings and furnishes them for its accommodation, pays the 
salaries of the teachers and fits up workshops for the indus- 
trial departments. The Children's Aid Society is an associ- 
ation of benevolent gentlemen — a corporate body — consist- 

5 



GQ EAELY HISTORY OF THE 

ing of President, Secretary and Treasurer, and a Board of five 
Trustees. To them is entrusted the entire management of 
the Industrial School ; and, besides, the Society looks after 
other matters in the interest of the poor. Their Secretary 
and Agent, Robert Waterton, describes the original object of 
the Association thus : 

" The Society was organized soon after the school with 
a view of providing homes in respectable families for needy 
children, without regard to nationality, where they could 
receive a good common school education with moral induc- 
tion, to be fitted for useful lives ; and though in one sense the 
Society is separate as to its management and support, it is 
one and the same virtually and in effect with the Industrial 
School, having been joined together by the City Council by 
unanimous vote, and since their union has hitherto been 
profitable, they never ought to be divorced." 

Soon after the labors of the Society had commenced in 
connection with the Industrial School, a great need appeared 
that was not foreseen. It was a home for the homeless. 
Children were here and there found without so much as a 
place to lay their heads at night. Often they were ill, made so 
from exposure and want. They must be cared for and nursed 
before the Industrial School could help them. The Society 
endeavored to provide for the wants of this class by furnish- 
ing them a temporary place in the basement of the schcol- 
house ; then a small addition to the building was made for 
better accommodations. They were inadequate, however, 
and it was found that, in connection with the School, no 
suitably arranged home was practicable. Here let Mr. Wa- 
terton speak again : 

" Mrs. Eliza Jennings, being apprised of the emergency, 
and prompted by her own generosity, at once donated a large 



CLEVELAND PUBLIC SCHOOLS. 67 

brick house, with several out-buildings, together with about 
twelve acres of land. The Trustees subscribed liberally and 
friends gave freely, and an additional portion of land was 
purchased adjoining, costing about $10,000." 

Leonard Case, Esq., subsequently, donated twenty acres 
more, making now, in all, sixty acres. 

The Society, holding this property in trust, went to 
work immediately and put it in convenient condition for oc- 
cupancy as a Home for homeless children. They did not 
design to make it a hospital, but a home in the best accept- 
ation of the term, with garden, and orchard, and meadow and 
growing crops, with the busy stir of manual labor usual to 
the farm ; a home where children are cared for in sickness to 
be sure, where they are taught to read, but where they are 
taught to work also — where good habits are induced by fur- 
nishing the hands something to do while the mind is kept in 
healthful exercise. It is idleness, in the first instance, that 
ruins so many boys in the cities and large towns. 

It is located on Detroit Street, a short distance west of 
the city limits. The number of boys who find a home in the 
institution in the course of a year, is about one hundred ; the 
whole number enrolled in a year is very much beyond this. 

The Superintendent says, in a recent report, that much 
labor has been expended in making permanent improve- 
ments, such as fencing, draining, setting out trees, etc., and 
that the boys have done a large amount of this work. The 
products of the farm are already considerable. 

Since many, perhaps most, of those who find homes in 
in the institution are Cleveland boys, the city pays, as in the 
Industrial School, the salaries of teachers, who give instruc- 
tion in the common school branches. The County Commis- 
sioners, by virtue of law, have made one or two small appro- 



68 EARLY HISTORY OF THE 

priations from the County Treasury for its benefit, but its 
main support is derived from donations and gifts from the 
benevolent. The annual expense of maintaining the Indus- 
trial School and the Children's Home is about $6,500. 

The President of the Aid Society, T. P. Handy, Esq., 
says, in a recent report, that " during the eighteen years the 
Industrial School has been in operation it has enrolled and 
instructed, in a greater or less degree, over five thousand 
youth, and placed nearly one thousand of them in good fam- 
ilies, where they are properly cared for and trained. In fact, 
nearly the entire number of pupils who attend this school 
are saved by its influences from a life of moral degradation 
and ruin." 

SCHOOL SUPERVISION. 

Until 1858 the Boards of Education received their ap- 
pointment from the City Council, and to them was committed 
the entire management of the schools under certain limita- 
tions named in the ordinances prescribing their duties. 

The Secretary of the Board, after 1 841, was paid a small 
salary, and he was called the Acting Manager, since he 
personally attended to all the ordinary affairs of the 
schools, acting under the direction and authority of the 
Board. Besides the Board of Managers, the Council ap- 
pointed Visiting Committees; for a few years, two — one for 
the Primary and one for the Senior grade of schools ; after- 
wards, a committee for each ward. This scheme of super- 
vision, while the schools were few, operated quite efficiently. 
But it must be recollected that these Committees and School 
Boards were made up of very excellent men. They were 
appointed by the Council, not elected by the political parties, 
and every man of them was selected with strict reference to 



CLEVELAND PUBLIC SCHOOLS. 69 

his fitness ; and it would not be strange that in a city of con- 
siderable size, a few very competent men could be found. 
It is certain that in Cleveland such men were found. They 
were generally men of liberal education. John W. Willey, 
of the first Board, was a graduate of Dartmouth College. 
Of succeeding Boards, Cowles was educated at Williams, 
Battles at Middlebury, Mather at Dartmouth, Geo. Wil- 
ley at Jefferson, Starkweather at Brown, Tucker at Ham- 
ilton, Fitch at Yale, Waring at Union, Palmer at Hudson, 
Thome at Augusta, Rice at Williams, Dr. L. C. Ingersoll 
and J. E. Ingersoll at Oberlin, and E. P. Ingersoll at Williams. 

The Visiting Committees, too, were picked men, selected 
from the best educated men in the city ; and coming, as they 
did, from the practical business affairs with which they were 
severally connected, they judged of the education that was 
being imparted to the children from a better stand-point, per- 
haps, than any other. 

While these committees did not, throughout all the 
wards of the city, make their inspection of the schools so 
critical and thorough as they might — so critical and thor- 
ough as the plan of inspection contemplated, perhaps, their 
visits, nevertheless, were of great practical value to the 
schools. Their reports often embodied suggestions and 
recommendations that deserved and received attention, and 
they had much weight with the Board of Education in deter- 
mining its course of action.* Although the Committees 

* These Committees are recommended by the Board and appointed by 
the Council, but represent neither. They are the representatives of the. 
people, appointed to examine the Schools and to make known the results of 
the examination through their reports to the Board. They are requested, 
also, to suggest such amendments, improvements and changes as they may 
deem essential to the success and prosperity of the Schools. — [S. H. MatJicr, 
Sec'y Board oj Education, 1854.] 



TO i:\KIA HISTORY OP THE 

were appointed by the City Council, the Boards of Educa- 
tion defined their duties. These were changed from time to 
time by different Boards, but they did not, perhaps, differ 
materially from those named in the following resolution, 
copied from old records : 

" Resolved, That the Visiting Committee be requested 
to visit the schools in their respective wards, in concert, at 
some time to be appointed by themselves, as often as twice in 
each term ; and after carefully examining each school to 
report the result of their examination to the Board of Educa- 
tion, at least one week before the close of the term." 

As a specimen of the Visiting Committee's Reports, it 
being, too, of some historic value, one is here subjoined. It 
was made to the Board twenty-nine years ago. 

" To the Board of Managers of the Public Schools of Cleveland: 

" The undersigned, a committee of your Board to attend 
upon the examination of the Senior Schools, have given them 
such attention as their several engagements would permit, 
and beg briefly to report the results. 

" We are well aware that a public examination of a school 
is not in every case a fair index to its actual condition. In 
the varied exercises of the schools herein referred to, they 
fall short, on such occasions, it is believed, rather than exceed 
their true standard. 

" In order to obtain the necessary information of the 
attendance and condition of the schools, the following inter- 
rogations were submitted to each teacher : 

" First. What is the whole number of scholars in your 
school ? 

" Second. What is the average attendance for the past 

term ? 

" Third. How many pupils have you in each ck:ss ? 



CLEVELAND PUBLIC SCHOOLS. ?1 

" Fourth. Are you able to give proper attention to this 
number ? 

" Fifth. What is your compensation per annum ? 

"Sixth. Is the Bible, or any portion of it, read in your 
school daily, either by yourself or your pupils ? 

" Seventh. State the obstacles, if any, that prevent a still 
greater improvement in your school. 

"The first examination was attended to at the 

" VINEYARD STREET SCHOOL. 

" This school has long been under the able management 
of William G. Lawrence and assistants. It sustained fully its 
hitherto high reputation in the different branches, especially 
in Mental and Practical Arithmetic, Grammar and Geography. 
Half an hour is spent each day in Writing. In these, as well 
as in other branches, a steady and commendable improve- 
ment is shown. This school, one of the most important and 
well managed in our city, is miserably located, and so 
greatly exposed to the ' noise and confusion ' of the street, 
as often to prevent recitations from being heard. The rooms 
are poorly ventilated and the health of teachers and scholars 
impaired by close confinement. The committee recommend 
that a suitable lot be procured, and a building similar to 
those on St. Clair and Kinsman streets erected. The teacher 
remarks that could these obstacles be removed, he is confi- 
dent the improvement in the school would be at least one- 
third greater. Average attendance, 115. 

" The Bible is not read in this school either by teachers 
or scholars. 

" PROSPECT STREET SCHOOL. 

"This school was found under charge of Mr. L. M. 
Oviatt. Miss Howard has been for two years the female 



72 EARLY HISTORY OF THE 

assistant. Its examination convinced the committee that its 
course of instruction is thorough in every respect. It has 
evidently lost nothing of its high reputation under former 
able instructors. Average attendance during the term, 113. 

"Its examination in the branches of Geography, Mental 
Arithmetic, Reading and Spelling, was well sustained and 
afforded evidence of high improvement. The classes are 
many of them too large. There exists a want of punctuality 
among many of the pupils, coming in each day from ten to 
thirty minutes behind the hour for opening the school ; 
others attending perhaps for a day, and remaining out for a 
week. The teachers are embarrassed by such irregularity, 
and the interest of the school would seem to require a 
remedy. 

" The Bible is not read in this school, not from any un- 
willingness on the part of its teacher, but from objections 
made by some of the citizens of the ward ' that it would 
occupy the time that should be devoted to the studies of the 
school.' 

" ROCKWELL STREET SCHOOL. 

" The committee were highly pleased with the appearance 
of this school under charge of Mr. and Mrs. Lufkin. The 
scholars acquitted themselves in the branches of Reading, 
Spelling and Mental Arithmetic, beyond any former occa- 
sion. In Composition and Music its appearance was highly 
creditable. 

" To those acquainted with the condition of this school 
when placed under the charge of its present teacher, who 
contrast its then disorderly and almost ungovernable charac- 
ter with its present high attainments and love of order, the 
improvement and change is greatly marked and worthy of 
notice. 



CLEVELAND PUBLIC SCHOOLS. 73 

"This school is opened uniformly by reading the Scrip- 
tures, when, as the teachers remark, it is their object to 
secure the attention and fix the thoughts of every scholar on 
the subject. This is done as far as it can be, by leading them 
to think that it is a matter in which they all are individually 
interested, and with which their highest happiness is con- 
nected. 

" One of the obstacles in the way of rapid improvement, 
in the view of the teachers is, by bringing too many new ele- 
ments before the minds of the children at the same time, 
creating a disrelish for all kinds of study. This evil shows 
itself more frequently in too large Reading classes. 

ACADEMY BUILDING. 

" The school taught in this old building by Mr. Fry and 
Miss West, deserves a better place. It has been raised up 
from a very low and subordinate condition to its present 
high standard, by the untiring industry and labors of its 
present teachers. In Reading, this school is not excelled. 
Its examination in Mental Arithmetic and Grammar, was 
very creditable. Its Compositions and Declamation were 
very good. Average attendance 91. 

" The teacher has no desire to instruct a less number, 
provided they could be properly prepared in the primary 
schools, before being admitted to the senior department. 
The number of scholars in each class is believed to be far 
less important than the number of classes, provided a suitable 
room is had for their instruction. All things being right, 
this teacher prefers large classes, and can produce through 
them ' more enthusiasm, more thought, more mind.' 

" The chief hindrance to the greater improvement of this 
school, is the want of a proper building as above referred to, 



74: EARLY HISTORY OF THE 

and the more thorough instruction in Reading and Spelling 
before entering the senior schools. Are not these branches 
too much neglected in the primary schools, and made to give 
place to Geography and Arithmetic ? Would it not be well 
to create a Junior Primary Department, where those in 
the Alphabet could be taught by themselves, leaving more 
time for Reading and Spelling with the remaining number? 

" The Bible has not been read daily in this school. The 
teacher states that he has taken all proper opportunities to 
foster honorable feelings, to exhibit kind words and good ac- 
tions in their fairest colorings, and to impress a due sense of 
dependence upon ' Our Father in Heaven.' 

" We are happy to recognize the attention paid to Writ- 
ing by the employment of a competent teacher in this de- 
partment, and noticed with pleasure the rapid improvement 
in nearly all the schools in this important and hitherto neg- 
lected branch. 

" Music, too, with all its subduing and enlivening charms, 
has been taught in each of the schools referred to, with 
happy effect. Why not extend its benefits to the primary 
schools ? 

"We cannot, however, close this report, without express- 
ing our regret that the Bible should be discarded, or its daily 
reading neglected by any school. Believing it to be the basis 
of all civil and religious liberty, the great moral standard of 
right and wrong, and that its principles and truths are be- 
lieved in by the great majority of our citizens by whom these 
institutions are supported, we deem it vitally important that 
in each school it should be read and acknowledged daily. 
Our attention is the more called to this, from the fact that 
many of our citizens have made frequent inquiries on this 
subject, and it is proper that such inquiries be answered. 



CLEVELAND PUBLIC SCHOOLS. 75 

None of the teachers with whom we have conversed, ob- 
ject to its daily use, nor can we see any well founded ob- 
jection. Some members of this committee, however, though 
agreeing in the above sentiments in regard to the excel- 
lence and value of the Bible, do not agree as to the expe- 
diency of introducing it into our public schools, constituted 
and composed as some of these schools now are. 

"Another point to which we would call your attention is 
the poor and inadequate compensation paid those gentlemen 
having charge of the senior schools. The salary of each is 
S45 1.50 per annum. No city, we venture to say, can boast 
of more competent men, or show a like amount of toil and 
labor expended from year to year with so meagre a remu- 
neration. The sum now paid might, in merely organizing 
the schools, be all that would seem to be required. With 
the present overflowing state of the Schools, and the high 
order of talent secured, a sense of justice, if not of liberality, 
would seem in our view to dictate that a fair compensa- 
tion be allowed to those who are daily wasting their energies 
and health for the public good. Would not the city freely 
sanction the payment of at least $600 per annum to such 
teachers, in this department, as make it their profession, and 
have been employed one or more years in our schools ? We 
confidently commend this subject to your attention. 

" Permit us, in conclusion, to express our high satisfaction 
at the state of the schools under your charge. No citizen 
can visit them without feelings of just pride in their advance- 
ment, or without being duly impressed with the obligations 
we owe their former chief manager, Chas. Bradburn, Esq., 
for his untiring zeal and energy in their early organization. 

" We are happy in being able to state that under the 
present able Board of Managers, they will lose nothing in 



70 EAELY HISTORY OF THE 

respect to that interest and advancement to which they 

seem destined." 

T. P. Handy, 

J. B. Waring, Committee 

J. A. Vincent, c of 

H. Hayward, Visitors. 

C. D. Brayton, 

J 

As the number of schools increased and the field of labor 
broadened, this system of supervision did not, in practice, 
operate so well. Men are to be found who do not mind 
spending two or three half-days in a term in visiting the 
schools of their districts, when these schools are few in 
number, and can all be reached and examined without 
trenching much upon time needed in their private business; 
but when they are increased to many, so that the time they 
are able to spare would only suffice for the briefest visits, if 
meted out alike to each, they will usually neglect their work- 
altogether. The reason probably is that, since such visits 
to the schools would not enable them to form any correct 
judgment of them, they see no practical use, as there really 
is none, in their spending time in that way. 

Personal attention to the schools by the Acting School 
Manager was less effective and satisfactory as the schools 
increased, and for the same reason — that more time was 
demanded, while no more could be given. It was well 
known that Chas. Bradburn devoted quite one-fourth of his 
time to the schools for many years. He took this time from 
his private business as a merchant. It was a sacrifice that 
not one business man in a thousand could have thought of 
making. 

Geo. Willey served fifteen years on the Board, and while 
acting as Chief Manager, he devoted a great deal of time to 



CLEVELAND PUBLIC SCHOOLS. 77 

the schools, and so much that at one time his law partner 
protested that the schools were making serious encroach- 
ments upon the business of the firm. 

To keep up efficient work in the schools, therefore, and 
prevent loss where so much had been gained, a change in 
the plan of supervision seemed imperative. It was the opin- 
ion of the Board that a practical teacher, one who was 
familiar with the varied duties of the school-room as well as 
the more important principles which underlie instruction, 
should be appointed, to devote his whole time to supervising 
and directing the work which had been placed under their 
general management and control. But under the ordinance 
established for their guidance, they had no authority to make 
such an appointment, and the people's representatives in the 
City Council could not see that the measure contem- 
plated was expedient, and, therefore, action granting author- 
ity was for some time delayed. But in every well organized 
system of schools, when instruction as a growth reaches a 
certain stage, the machinery of supervision and control must 
necessarily change. To continue to use the old appliances, or 
endeavor to use them, is to stand still, if not to retrograde. 
The teachers knew it ; they fully appreciated the situation, 
but felt assured that the people of the city would adopt the 
proper course, and make the needed changes when they 
could be convinced of their expediency. At a special meet- 
ing called for the purpose at the Central School-house, the 
Board of Education and members of the City Council being 
invited, they discussed the new doctrine of school supervision. 
Emerson E. White, of the Brownell Street Grammar School, 
made the principal argument. Like all new educational propo- 
sitions bringing change to the old order of things, it had to 
rest awhile with the people for their consideration. Their 



78 EARLY HISTORY OF THE 

approval was assured, and in May, 1853, R. C. Parsons, of the 
Council, introduced an ordinance establishing the office of Su- 
perintendent of Instruction. It was finally passed June 1, 1853. 
Authority was given the Board to fill the office, reserving to 
themselves, however, the right to fix the salary. " The 
Superintendent of Instruction shall be paid for his services 
such compensation as the City Council shall determine." 
This is the language used in the ordinance. At the end of the 
first year, and for two or three years thereafter, [see Council 
proceedings], the compensation determined was just $300. 
But up to this time, it should be remembered school supervi- 
sion had in no year cost the city to exceed $300. The Sec- 
retary, or Acting Manager, of preceding Boards, had received 
about the amount named, individual members and Visiting 
Committees serving gratuitously. Precedents are always 
looked to, and they have great weight with those who venture 
upon new things. No western city save Cincinnati, and one or 
two eastern cities, had a full-paid man at the head of its sys- 
tem of instruction, devoting his entire time to it. It should be 
further stated that the City Councils in those days never 
represented the enlightened public sentiment of Cleveland 
upon matters of education. Boards of Education were so 
trammelled with ordinances and school laws that were a vex- 
ation and a shame, that they builded, not better, but not half 
as well as they knew. 

The first Superintendent appointed under the ordinance 
was Andrew Freese, who had for some years been principal 
of the Central High School. He entered upon his duties the 
fourth day of June, 1853. For a number of months Mr. 
Freese .gave only one-half of his time to the subordinate 
departments, devoting the other half to the High School as 
usual ; then, for a year, five hours a day were spent in the 



CLEVELAND PUBLIC SCHOOLS. TO 

lower grades. But it was not until the end of the third year 
that he was fully released, as a teacher, from the High School. 
For his services as teacher, the Board justified themselves in 
paying him annually $1000. As Superintendent he received, 
by vote of the City Council, $300. But being now Superin- 
tendent wholly, and not teachet at all, the question of compen- 
sation was no longer any concern of the Board, and Mr. Rice, 
member of the Council from the Sixth Ward, explained in 
his place that the services performed by the incumbent of the 
office were not worth what he had been receiving, and he 
moved the following resolution, which was adopted : 

" Resolved, That the practice of making the Superinten- 
dent of Schools an allowance of $300 in addition to his 
annual salary of $1000, be and the same is hereby discon- 
tinued." 

Subsequently, however, Mr. Hopkinson of the West High 
School, elected to the Council from the Tenth Ward, had the 
question reconsidered. He showed that the Superintendent's 
labors were enormous, and that he actually received, deduct- 
ing expenses for horse and carriage which he was obliged to 
keep, there being then no street railroads, considerably less 
than was paid the principal of an ordinary Grammar School, 
By vote, the original salary was restored. 

Mr. F. continued to hold the office till August, 1861, 
when his successor, L. M. Oviatt, was appointed. Anson 
Smyth, ex-State Commissioner of Schools, succeeded Mr. 
Oviatt, who held the office for two years. Under Mr. Smyth 
the salary was increased, first to $1800, then to $2100. 

EXAMINATIONS. 

Until 1846 the examinations of pupils in the various 
branches of study were made orally. There was no system- 
atic plan of measurement instituted by examining committees 



80 EAKLT HISTORY OF THE 

of the relative standing of classes or of schools. Visits to 
the schools by different members of the Board of School 
Managers were frequent, and the Acting Manager usually 
inspected the schools as often as once a month. The Visiting 
Committees, already noticed, were expected to visit the 
schools when most convenient to themselves, and, annually, 
to make a written report to the Board of their condition, so 
far as they should be able to ascertain it, together with such 
suggestions as they might desire to offer. 

At one time, quite early in the history of the schools, 
exhibitions, consisting of declamations and dialogues, were 
given in the different departments, but these were discour- 
aged by the school authorities, and examinations, so called, 
were substituted. They were held at the close of each term, 
although the principal examination of the year took place at 
the close of the winter term. On these occasions the public 
were invited, especially the patrons of the schools. The 
exercises were, in most cases, what the teacher in charge 
chose to make them — usually a review of the studies pursued 
during the year or the term just closed. The teacher called 
the classes and put the questions, unless some one present 
interposed a question of his own. Throughout the exercises 
of the day — not often occupying more than half a day, how- 
ever — declamations, compositions and singing, were usually 
interspersed. But these examinations were superficial and 
gave no real test of the attainments made. Indeed, it was 
not claimed that they did; their chief object being to call out 
the people, and pass the schools in review before them, to the 
end that a deeper interest might be awakened in their behalf. 
Examinations of classes in particular branches of study were 
held from time to time, the classes from the several schools 
assembling for the purpose at a convenient point. The 



CLEVELAND PUBLIC SCHOOLS. 81 

teachers had the entire management of these examinations — 
planning and carrying them through independent of the 
Board of Managers. They grew out of some feeling of 
rivalry that existed between the schools, and were intended 
as a trial or test of their comparative excellence. Sometimes 
the subject was spelling, sometimes mental arithmetic, and at 
other times declamation or reading. Teachers, for example, 
by mutual agreement, would settle upon a day, and fix the 
place for an examination. The subject of drills or recitation 
would be named, and all the preliminaries of the examination 
definitely arranged. The time might be fixed, as it often was, 
several weeks ahead. Now, without following the steps along 
the line of example any further, it may be remarked that the 
stimulus to effort on the part of the pupils was exceedingly 
great. The contending parties regarded these trials as games. 
To beat, they would put forth every energy and exert them- 
selves to the utmost. Prodigies would often be performed, 
and sometimes more accomplished in a month than would 
ordinarily be done in a whole term. 

Teachers had no doubt that this particular motive- 
spring — a very powerful one — might be used to great 
advantage if properly regulated, but truth requires k to be 
said, that, in these experiments, it was not properly regulated, 
and the examinations at length degenerated into occasions of 
strife and ill feeling, and after a year or two they were aban- 
doned entirely. 

BETHEL SCHOOL. 
The Bethel School, so called from its having been 
started in the basement of a Bethel Church, was the first 
public school in the city. It was made a public school in 
June, 1836 — Principal, R. L. Gazlay. In 1841 the school 
was renoved to a small wooden building erected for its 



82 EARLY HISTORY OF THE 

accommodation at the corner of Champlain and Seneca 
streets. This building was destroyed by fire in 1843, when 
the school was sent back to the Bethel. After a few months 
it was taken to rooms rented for its use, about half way up 
the hill on Vineyard street. From thence, in 1849, it was 
transferred to a new brick school-house erected by the city 
on Champlain street. Ever after it was called the Champlain 
Street School. Business places had so encroached upon and 
crowded out the dwellers in that part of the city in 1856, 
causing a large declension in the number of scholars, that it 
was deemed advisable to discontinue the school. This 
accordingly was done, and the fragmentary classes were 
distributed to the schools up town. 

Through all the years of the wanderings of the Bethel 
School, save four or five of the earliest, Mr. William G. Law- 
rence was at the head of it as Principal. He was remarkable 
for his persistent adherence to rules and regulations — whether 
his own or those of the Board of Education. In the fifteen 
years in which he had charge of the school, he was absent from 
his place, during school hours, just sixty minutes, and that 
loss was occasioned by sickness in his family. When his 
rooms' on Champlain street were vacated, not so much as a 
pencil mark was to be found on any door, casing or wall ; 
and the neat cherry desks were so absolutely free from ink- 
spots or scratches, the Superintendent of Instruction declar- 
ed that he should have believed them just from the cabinet 
maker's had he not known the contrary. 

The school, from its location, was made up of the most 
unpromising material collected in any building in the city, 
and yet the good order maintained was a surprise to every 
visitor. 

Another remarkable man — remarkable for his unvvaver- 



CLEVELAND PUBLIC SCHOOLS. 83 

ing devotion to the poor — known to everybody as the Bethel 
Preacher, should be mentioned in this place. In doing so no 
more fitting words can be employed, perhaps, than those used 
by Mr. Willey in his School Report of 1849. They are these : 
" We would be permitted to name among the early, stead- 
fast and active friends of this school, through all its vicissi- 
tudes, the Rev. William Day. Indeed, from year to year, in 
every school-house in the city where the rich and destitute 
were found together, or the destitute alone, prompted by that 
spirit of genuine philanthropy which burns within him, the 
cheerful and animated voice of this clergyman has been often 
heard encouraging the poor and humble, making valuable 
and practical suggestions to all, or raised in prayer for bless- 
ings on the public schools." 

PROSPECT STREET SCHOOL. 

This school was organized and set in operation in Sep- 
tember, 1840. The building then just completed for its 
accommodation, had four rooms — Teachers: Benjamin B. 
Merrill of Maine, Sophia Converse of Vermont, Emma 
Whitney of Massachusetts and Sarah M. Thayer of New 
York*. The school at one time — quite early in its history 
— had considerable prominence from drill exercises there 
given in " Pestalozzian Methods," a new thing then supposed 
to have just fallen upon the planet, — as "Object Teaching" 
came from the skies in more recent years. Visitors went up 
to the school to hear the classes recite from " Inductive " 
Grammars and " Mental " Arithmetics. 

Subsequently, Physiology, Science of Government and 
Algebra were introduced ; later, Chemistry and Natural 
Philosophy; and when the Central High School was opened, 

*It was not often in those days that a teacher came from Cleveland. 



84 EARLY HISTORY OF THE 

half of the scholars in the senior department were well along 
in High School studies, and twenty-eight were promoted to 
that department on the first examination. 

This school was the first to venture upon the trial of 
uniting the two senior departments — the one for boys the 
other for girls — and classifying without regard to sex. This 
was in 1845. A library of 500 volumes was purchased for 
the school in 1844, from the proceeds of a Fair held by the 
pupils. Horace Mann, of Massachusetts, selected the books. 

The building then occupied by the school is at present 
used by the Board of Education as a place for their own 
meetings, and offices for Superintendent of Instruction, Sec- 
retary, Superintendent of Buildings, etc. 

WEST ST. CLAIR STREET SCHOOL. 

After the Bethel School, the one written above was the 
next public school organized in this city ; and for fifteen 
years it was known as the Academy, or Academy School, 
being taught in the building so named; for history of which 
see page 3. It took the name of West St. Clair Street 
School on its re-organization in the new building in 1849, the 
old one having been removed to give place for it. The first 
teacher employed as Principal was Samuel L. Sawyer. He 
was a graduate of Dartmouth College. In February, 1838, 
he was succeeded by J. W. Gray, and the teachers associated 
with him in the subordinate departments were Julia Butler, 
Melinda Slater and Mrs. Marietta Pelton. Mrs. Pelton, 
according to tradition, had rare abilities as a teacher. J. W. 
Gray had less fame, as a teacher, than his brother, N. A. 
Gray; but in editing newspapers — they were together on 
the Plain Dealer — N. A. was entirely eclipsed by J. W. 

After the resignation of Mr. Gray, E. Payson Snow taught 



CLEVELAND PUBLIC S< HOOLS. 85 

the school for a short time; then George W.Yates was 
employed to take charge of it. He resigned in 1842, and 
was succeeded by T. S. White. Benjamin Northrup was the 
next teacher, but he remained only a few months ; he was 
followed by Charles L. Fish. 

Dr. Richard Fry was appointed Principal of the school in 
1846, and held the position for ten years. Under him the 
school rose to a high rank. Graded on the number of pupils 
annually prepared for the High School it stood second — 
Prospect being first — till 185 1, when it fell behind Rockwell, 
and soon it was outranked by other schools. This was chiefly 
due to changes wrought by increase of business in that local- 
ity. So unstable and drifting did the population become 
that in a single year — so the School Report of the year has 
it — the losses from removal of families from the city was 25 
per cent, of the entire school ; and the losses from removals 
to other parts of the city are put at the same figure. At the 
same time the accessions from families that moved in kept up 
the attendance unimpaired. Soon, however, the annual losses 
began to be greater than the accessions, and the school 
became so reduced in numbers in 1865, that the Board of 
Education resolved to unite the school with Rockwell and 
sell the property. The first part of the resolution was carried 
into effect upon the completion of the new school-house in 
1866; the last part was reconsidered, and a proposition from 
the Board of Fire Commissioners was accepted, giving in 
exchange for it lots for school purposes in other parts of the 
city. 

The West St. Clair Street School-House, the best built 
and the best equipped of that class of buildings in the city, 
so many years the pride of the Third Ward, now bears on its 
front the words, — " Headquarters of the Fire Department." 



86 EAKLY HISTORY OF THE 

ROCKWELL STREET SCHOOL. 

Rockwell Street School was organized in the spring of 
1840 in the new building just then completed on Rockwell 
street, occupying a part of the lot upon which stands the 
present elegant school edifice, known as Rockwell School 
House. It numbered two hundred and fifty pupils the first 
term, according to the records, filling all the rooms of the 
building. They were graded into Senior and Primary 
Departments, the girls and boys occupying, respectively, 
separate rooms. N. A. Gray was placed in charge of the 
Boys' Senior Department, and Elizabeth Armstrong the cor- 
responding department for girls. They were popular teach- 
ers, and are still remembered by many in Cleveland and 
elsewhere who in the olden time were their pupils. The 
material of this school was always excellent, and more 
permanent than that of any other school in the city, 
removals of families being less frequent. 

Benj. Newell was appointed to the place made vacant 
by the resignation of Mr. Gray, and he was succeeded by 
Mr. A. S. Foot. The two senior departments were united in 
1846, and at this time Mr. and Mrs. Lufkin took charge of 
the school. They remained until 1849. Mr. R. F. Hum- 
, iston was the next Principal ; his assistant was Miss N. 
B. Merrill. The building was enlarged by the addition of a 
third story in 1850, and the school was now divided into 
three grades. Through the enterprise of teachers and pupils, 
means were raised to purchase a piano. It was the first piano 
procured for any public school. The patrons of the school 
contributed a few good pictures to be hung in each of 
the rooms, and they donated also three or four hundred 
volumes of books to establish a school library. 

A new impetus was now given to the school, and in 1852 



(LEV EL AND PUBLIC SCHOOLS. 87 

no school surpassed it, as a whole, in the city ; and for the five 
succeeding years every department prospered and held a 
uniformly high rank. The teachers during this time were — 
R. F. Humiston, Nancy B. Merrill, Mary S. Webster, Emily 
Humiston, Mary B. Janes, Carrie Newton, Harriet Vail, 
Emma Deitz and Louisa M. Tozier. It is safe to say that 
the scholars of the old Rockwell Street School, now grown 
to manhood and womanhood, and widely scattered, have 
pleasant remembrances of these teachers and their cheerful 
and well-ordered schools. 

Upon Mr. Humiston's retirement, Edward P. Ingersoll 
was employed as Principal. There were several changes in 
the corps of teachers, and a part of the district was set off in 
reconstructing districts contiguous. These changes affected 
the school unfavorably, and it did not recover from them for 
two or three years. Henry Ford succeeded Mr. Ingersoll, 
but he remained only one year. In i860, Edward P. Hunt 
was appointed to the Principalship, with Mary E. Ingersoll 
as his Assistant in the Grammar School Department. The 
subordinate departments were taught by Ursula A. Sanborn, 
Kate White, Clara S. Dare and Martha Stone. Mr. Hunt's 
successor was Henry M. James, who continued the school 
till the building was removed, in 1868. 

BROWNELL STREET SCHOOL. 

The building for this school, similar to the school build- 
ing on Prospect street, was erected in 1851, and under Mr. 
E. E. White as Principal, the several departments were 
organized and set in operation in January, 1852. The rooms 
were immediately filled to overflowing. This was very un- 
expected, and while the Board of Education was deliberating 
as to the best course to pursue to give relief, a high wind 



88 EAKLY HISTORY OF THE 

blew the roof of the building off. This event decided the 
question, and a third story was immediately added. Ample 
room was now given for the school, and the grading was 
much improved. It was a model school throughout — in 
respect to order, regularity of attendance, methods of instruc- 
tion, and school-room work. The "self-reporting system" 
was so nicely carried out, under Mr. White, that the objec- 
tions so frequently urged against it could not be discovered ; 
indeed, they did not exist. 

Mr. White was transferred to the Central High School in 
1854, and John Eaton, Jr., was employed to fill his place. 
R. O. Mason followed Mr. Eaton. He remained but a single 
year, and was succeeded by John C. Hale, who resigned at 
the end of two years. Wm. H. Hobbie was now elected to 
the Principalship of the school. He resigned in 1862. 

As a Grammar School, it very early took a high rank. 
At its first annual examination it stood third, measured by 
scholarship standing of pupils, and in 1859 ^ held the second 
rank. But the building being too small to accommodate the 
constantly increasing numbers, it was sold in 1863, a new lot 
purchased upon the opposite side of the street, and the 
present spacious building — the Bradburn Schoolhouse — 
erected upon it. 

MAYFLOWER STREET SCHOOL. 

Mayflower Street School dates back to the year 1852. 
For two years, its accommodation was a small wooden build- 
ing of two rooms, cheaply furnished, at the corner of Orange 
and Mayflower streets. The school, at its opening, consisted 
largely of children of Bohemian parentage. As only about 
one in four could speak a word of English, the teachers spent 
a portion of each day in giving lessons to the Bohemian 
children in English language speaking. Very soon, however, 



CLEVELAND PUBLIC SCHOOLS. 89 

they found that they could advance them faster by turning 
them out to play with the English-speaking children than by 
the more systematic course of instruction and drills which 
they had instituted for their benefit. They finally abandoned 
special instruction in English speaking altogether. Children 
often do better to be let alone. 

The rapid increase of population in that end of the city 
compelled to further and ampler school accommodations, 
and in 1854 a brick edifice, fifty feet by seventy-three, three 
stories in height, was erected. It was ready for occupancy 
at the commencement of the fall term of schools, and had 
accommodations for seating five hundred pupils. It opened 
with four hundred and fifty pupils, under the following 
teachers : 

ALBERT B. PALMER Grammar Department. 

MINERVA F. CHILDS Intermediate Department. 

MARY S. DENISON Intermediate Department. 

SAMANTHA A. KILLIP Primary Department. 

ELIZABETH P. KELLEV Primary Department. 

HARRIET M. BROOKS Primary Department. 

MARY JOHNSON Primary Department. 

CELIA A. MINOTT was subsequently employed to assist in the 
Grammar School. 

Mr. Palmer was a remarkably good disciplinarian, and he 
speedily reduced the school to order. He introduced the 
"slipper arrangement," so called at the time, by which only 
slippers were worn in the school-room by the boys ; boots 
being exchanged for them in the basement. Not so much 
as a pinch of dust or a particle of litter could at any time be 
brushed from his floors. 

Mr. J. G. Graham succeeded Mr. Palmer, and under him 
was the first class fitted for the High School — a class of nine, 
sent up in 1856. From this year on, classes were annually 



90 EARLY HISTORY OF THE 

sent to the High School, and under Mr. Perkins, who fol- 
lowed Mr. Graham, Mayflower Street School rose to the first 
rank, being one of the three best schools in the city, meas- 
ured by scholarship-standing. 

The building was enlarged in 1869 to about twice its 
original dimensions, so that at the present time it accommo- 
dates one thousand pupils. 

HUDSON STREET SCHOOL. 
Hudson Street School — changed a few years ago to the 
name of Sterling School — was opened in the spring of 1859. 
The small wooden building then just erected for its accom 
modation stood on the lot now occupied by the new brick 
edifice at present in use, and had sittings for two hundred 
pupils. In a few months after the school was opened the 
rooms became so crowded that additional accommodations 
had to be provided. A cheap detached building of two 
rooms was put up which for a time served as a relief. Sub- 
sequently another room was added, but the population in 
that part of the city continued to increase so rapidly that in 
a little time these accommodations were inadequate, and it 
was seen that no further extensions or additions could be 
made, in any suitable manner, to answer the demands for 
more room. It was determined, therefore, to clear the lot of 
all buildings and erect thereon a scliool-lwusc, one worthy of 
the name. This was done. The new building was completed 
in 1 868, and it was pronounced the best school-house at that 
time in Ohio. 

EARLY TEACHERS IN HUDSON STREET SCHOOL. 

Charles A. Currier, J. H. Wilhelm, Lucien B. Eaton, 
Almon C. Bacon and William G. Fox. 

These were the only gentlemen employed as principals, 



CLEVELAND PUBLIC SCHOOLS. 01 

and they succeeded each other in the order above written. 
Not much is ascertained respecting the first one named. The 
second was a graduate of Williams College. He remained 
in the school only about one year. The third was a brother 
of John Eaton, Jr., and a graduate of Dartmouth College. 
The two last named gentlemen were graduates of Oberlin 
College Under Mr. Eaton the first class was fitted for 
the Central High School — a class of twenty sent up in 1861. 
A small class was sent up in 1862. Harriet E. Blair, Laura 
E. Spellman and Sarah E. Andrews were placed in charge of 
the subordinate departments at the organization of the 
school. 

WEST SIDE. 
When the West Side, or Ohio City, was annexed to 
Cleveland, in 1854, it had a school population of 2438. About 
800 were enrolled in the public schools, and from 200 to 250 
in Church and other private schools. Those in attend- 
ance upon the public schools were distributed as follows : To 
a school-house on Penn street, 195 ; to the "Old Universalist 
Church," in the southeast part of the city, 162; to a small 
brick school-house on Vermont street, 54 ; to the " Seminary 
Building," 107 ; to a small wooden school-house on Church 
street, 182. The only school property owned by the city 
was that, above mentioned, on Penn, Vermont and Church 
streets. The building on Penn street was of brick, two 
stories high, with a room on each floor. The lower room, 
designed for a primary school, had sittings for 75 pupils, and 
the upper, for more advanced scholars, 60. The school- 
house on Vermont street had but one room, and this was not 
more than twenty-five feet square. The schools, for the most 
part, were ungraded, although the city had established a Cen- 



92 



EAKLY II r STORY OF THE 



tral School for the higher classes, which, afterwards, was 
made a regular high school grade. 

But there were, in process of erection, three very commo- 
dious and substantial brick school-houses, and they were 
soon completed and occupied — one on Pearl street, one on 
Hicks street, and one on Kentucky street. They were of the 
same or equal size ; were finished, furnished, and heated 
alike, and cost $7000 each. 




KENTUCKY STREET SCHOOL HOUSE. 

The above wood-cut furnishes an exterior view of the 
building erected on Kentucky street, differing from the 
others in nothing save the style of fence in front. Each of 
the buildings had five rooms, two in each of the lower 
stories, and one — a double room — in the third. They had 
sittings for 1000 pupils, or 333 in each building. 



CLEVELAND PUBLIC SCHOOLS. 



93 



All the schools, except those in Penn Street, were trans- 
ferred to these three buildings upon their completion in the 
fall of 1854. The following table exhibits the schools as 
organized — the several grades, the number of schools and 
the names of teachers employed in them : 

SCHOOLS ON THE WEST SIDE, 
For the Term commencing December 4, 1855, and ending March 16, 1856. 



DEPARTMENTS. 



Branch '' High Boys and Girls. 



Grammar.. Boys and Girls 



Pearl 



Intermediate 
Primary 



Bovs 



l Girls 
t Boys . 
I Girls. 



Grammar.. Boys and Girls 
f Boys 



Hicks \ Intermediate.. 

Primary 



r 

1 

Kentucky.. ^ 



Penn 



Intermediate 



I Girls. 
I Boys. 
I Girls. 

1 Boys 
'( Girls. 



f Boys. 

Primary -. 

} I- Girls. 



Primary ...Boys and Girls. 



52 

66 

62 
60 
80 

75 

75 
60 
62 
82 
70 



85 



46 

5i 

46 

45 
44 
40 

60 

46 
5° 
52 
52 



64 40 

65 5° 
84 j 62 

S2 57 



65 



i5| 



71 

7| 

''3* 
"I 

ie4 

8 



11 

71 



TEACHERS. 



(A. G. Hopkinso'n. 
(Mrs. Hopkinsori. 

P. W. Gardner. 

Miss Peasley. 
Miss McCarty. 
Miss Thomas. 

Mrs. Hillman. 

jC. F. Dutton. 
(Miss Page. 

Miss Barber. 

Mis- Selden. 

Miss Canrield. 

Miss Mi-hill. 

Miss Pugsley. 
Miss Westcott. 
Miss Ilopkinson. 
Miss Caughlan. 

Miss Turner. 



94 EARLY HISTORY OF THE 

BRANCH HIGH SCHOOL. 

The central or senior school, already alluded to, origin- 
ally and for some years taught in the building known as the 
Seminary, was transferred to the upper rooms in Kentucky 
street school house on the completion of that building. Sev- 
eral of the classes in the school were advanced in their stud- 
ies beyond the ordinary Grammar School grade, and the 
people upon the West Side desired that the school should be 
graded to correspond with the highest department upon the 
East Side; in other words, that it should be made a High 
School. The expediency of the measure was for some time 
questioned by the Board of Education, but at length ob- 
jections were mostly yielded, and they united in asking the 
City Council for the needed authority to act. 

But the special legislative enactment under which the 
schools of the city were organized, authorized the establish- 
ment of one High School (Central), and only one. To pro- 
vide for high school instruction on the West Side, therefore, 
the City Council, by ordinance, enacted that, " A branch of 
the same shall be located in that part of the city west of the 
Cuyahoga river, at such place as the Board of Education 
may recommend and the Council may provide, and shall be 
known as the Branch High School." This accounts for the 
name ; but the school, from the beginning, was in no proper 
sense a branch of the Central School. It was quite as inde- 
pendent as it is now. It had the same course of study as 
the Central, admitted pupils on the same standard of qualifi- 
cations, and was governed by the same rules. 

The school being small, it labored under some disadvan- 
tages in respect to classification not experienced by schools 
having a larger number of pupils. Its teaching force, 
although as great, proportionately, as in the Central — about 



CLEVELAND PUBLIC SCHOOLS. 



05 



thirty pupils to each teacher — could not, as a matter of 
course, be used along the whole line of studies with the 
same effectiveness. Still, by great industry and extra labor 
on the part of teachers, the school prospered and maintained 
its rank in the established school grades, with great credit to 
itself and to the city. 

The relative standing of the two schools — Central and 
Branch — maintained through a series of years, in respect to 
numbers in attendance, school populations upon which each 
drew for material, and one or two other items capable of 
being expressed in figures, is given in the annexed table. 

CENTRAL HIGH SCHOOL and BRANCH HIGH SCHOOL, 
In the Years 1854, 1855, 1856, 1857, 1858, 1859 and 1860. 





CENTRAL HIGH SCHOOL. 


■a 



BRANCH HIGH SCHOOL. 















School Populati 
East Siue. 












5h 


YEARS. 


Pupils. 


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9884 


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51 


45 
48 






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243^ 
3063 


96 


87 


82 


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52 


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1856-57 


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124 


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134 


127 


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67 


61 


57 


15-8 


13 


3748 


1859-60 


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133 


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10484 


66 


61 


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16.0 


3 


3825 



Through the period of time embraced in the foregoing 
table, and perhaps for a longer period, the Principals of the 
respective schools made reports to the Board of Education 
monthly, embracing items of attendance, recitations, etc., for 
these shorter periods. 



96 EARLY HISTORY OF THE 

The name of every pupil was written out, and each had 
his scholarship standing, his deportment standing, his losses 
by reason of absence, etc., carefully recorded against it. 

After being received by the Board, the respective papers, 
uniform in size and plan, were arranged side by side under 
glass in a frame, and hung in the vestibule of the Central 
High School, where they remained till the succeeding 
month's report, having similar papers, took their place. 

A summary of these monthly statements, made for the 
year ending July, 1858, and published in the annual School 
Report for that year, is as follows : 



CLEVELAND PUBLIC SCHOOLS. 



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CLEVELAND PUBLIC SCHOOLS. 99 

PEARL STREET SCHOOL. 

This school was opened in the fall of 1854. Its plan of 
organization, the teachers first employed, and some other 
items concerning it, may be learned by referring to a table on 
page 93. The material composing the school was not par- 
ticularly excellent, much of it being gathered from the vicin- 
ity of the ship-yards, docks, and streets lying near the river. 
For two or three years the attendance was remarkable for its 
irregularity, and subsequently it stood at a lower figure than 
most other schools. This was no fault of the teachers. No 
school in the city was placed in abler hands, and under its 
last principal, C. C. Rounds, the senior department was a 
model school. 

The population of that end of the town was driven back, 
from year to year, by the encroachments of business, and in 
1869 the school was discontinued, and the pupils distributed 
to other buildings. The property was sold in the spring of 
1871. 

HICKS STREET SCHOOL. 
The building for this school was completed in the fall of 
1855, and on the 4th of December the various isolated and 
fragmentary schools which the new house was designed to 
accommodate, took up their line of march from their old 
places of shelter and assembled with great rejoicing in the 
neat and convenient rooms made ready for them on Hicks 

Remark. — The Superintendent, in his Annual Report for 1856, makes 
the following statement referring to Hicks Street Grammar School: "In 
this Department, during the spring term — a term of 15 weeks— there were 
but sixty-five minutes lost by tardiness. With an average attendance of 
seventy-five pupils, sixty-five pupils lost not a minute. In one Monthly Re- 
port, only three pupils are returned as tardy, and they lost but sixteen 
minutes. In one instance four weeks passed without a single case of 
tardiness." 



100 EARLY HISTORY OF THE 

street. The building was filled. The several departments 
being organized, the school went into operation in the follow- 
ing order : 

CHAS. F. DUTTOX Principal of Grammar Department. 

SARAH H. PAGE Assistant Grammar Department. 

ABBY BARBER Boys' Intermediate Department. 

ROSA SELDEX Girls' Intermediate Department. 

W CANFIELD Boys' Primary Department. 

JULIA A MIGHILL Girls' Primary Department. 

At the outset, Hicks Street School took a high rank, 
being a model of order, punctual attendance and discipline. 
Changes of teachers were less frequent than in most of the 
other schools. It had the same principal for eight years. Miss 
Page resigned after remaining two years, and Miss Pamelia 
F. Libbey was appointed to her place. Miss Harriet Walker, 
for some years, filled the place made vacant by Miss Barber, 
and upon the Iatter's retirement, Miss Emeline Curtis was ap- 
pointed her successor. Miss Canfield was succeeded by Miss 
Mary E. Warmington, and Miss Mighill by Miss Bettie A. 
Dutton. Miss Selden's successor was Miss Laura J. Day, 
and then Miss Julia C. Harger succeeded Miss Day. In 1861 
the building was burned. Another one, considerably larger, 
was immediately erected. The school is now known as 
the Hicks School. 

KENTUCKY STREET SCHOOL. 
The Kentucky Street School was organized in January, 
1855. Originally it had but two departments, Primary and 
Intermediate ; each divided into two separate schools, for 
boys and girls respectively. The third floor of the building 
was occupied by the High School. Lydia J. Westcott had 
charge of the Intermediate Department for girls for seven or 
eight years, and Charlotte \V. Pugsley the corresponding 



CLEVELAND PUBLIC SCHOOLS. 101 

Department for girls for a period of time nearly as long. 
Ceba M. Hopkinson and Sophrona H. Caughlin taught in 
the Primary Schools. They were succeeded by Hattie E. 
Farrand and Lizzie Ellsworth. Abby L. Westcott and Mary 
C. Quintrell were also teachers in this department. 

In 186S the building was enlarged to double its original 
capacity, the school having been raised to a Grammar School 
grade the preceding year. 

MUSIC. 

From the Council proceedings, it appears, that in the 
spring of 1840, Jarvis F. Hanks petitioned that body, asking 
that Music be introduced into the public schools as a branch 
of study ; and he offered himself as a teacher at so small a 
salary that it almost amounted to a gratuity. The proposi- 
tion was not entertained, members declaring that such a 
thing could not be thought of — that the teaching of Music 
would be illegal, and much opposition of that sort was 
offered. One distinguished member of the Council said that 
dancing with equal propriety might be introduced into the 
schools, and of the two, he should prefer to have dancing 
taught. The idea of having all the children in the city 
taught to sing as the)' were taught to read was a novel one, 
but, nevertheless, it got lodgment in the public mind at that 
time, and could not be rooted out afterwards. 

It was an idea talked of as a thing soon to be realized. 
Many gentlemen in the city of musical education and taste — 
T. P. Handy may be mentioned as one — believed in the 
practicability of thus teaching the children, and they favored 
a trial of it in the schools. It was known that music was 
taught in the public schools of Boston, and Lowell Mason of 
that city was invited here to address the citizens upon music 
as a branch of common school instruction. He accepted the 



102 EAELY HISTOKY OF THE 

invitation, and came. His topic was — not perhaps stating 
the title with precision — Music, taught to Youth on the 
Pestalozzian System of Instruction. Mr. Mason demon- 
strated the entire practicability of teaching children to read 
music at sight, and in as short a time as they are usually 
taught to read the language ; and he urged the claims of music 
as a branch of common school education. The Board of 
School Managers, Charles Bradburn, Geo. Willey, T. P. 
Handy and Samuel Starkweather, called the teachers to- 
gether, and Mr. Mason explained to them, in a familiar way, 
how to give initiatory lessons in music, and how, with only 
an ordinary knowledge of the subject themselves, they might 
be quite successful in teaching the elements to classes in the 
primary schools. Several teachers, who happened to be 
pretty good musicians, entered upon a course of instruction, 
following Mr. Mason's method, but a majority merely taught 
their pupils to sing by rote, and so, on the whole, there was 
but very little accomplished. It was evident enough, that to 
make this branch of instruction a success, it would be neces- 
sary to employ a competent teacher to take charge of it. But 
the question of expense hindered action, and the matter was 
delayed until 1846, when Mr. Silas Bingham was employed 
to teach a few months as an experiment. The Board then 
engaged Mr. J. H. Clark, and afterwards Mr. J. F. Hanks, the 
latter confining his instructions to the Central High School. 
The former taught, for a period of nearly two years, with 
very excellent success. In 1852 Mr. Bingham was re-em- 
plo> ed, and he gave instruction continuously until the sum- 
mer term of 1858. On account of financial depression in 
business, the Board of Education felt obliged to curtail 
school expenses, and from motives of economy, the services 
of special teachers of music and drawing were discontinued. 



CLEVELAND PUBLIC SCHOOLS. 103 

They say, in their report to the Council for that year, " The 
importance of both these branches of education has been 
fully recognized in other cities, and the Board of Education 
of this city look forward to the time, as not far distant, when 
efficient instruction in both these subjects may be resumed in 
our schools." 

DRAWING. 

Drawing was introduced into the schools as a regular ex- 
ercise in 1849. The Board of School Managers for that year 
say, after speaking of Penmanship, " Drawing, too, has been 
taught — in the higher schools by a professed teacher of this 
useful and beautiful art, Miss Crosby — in the primary schools 
by their respective teachers. Numerous specimens of linear 
and a few of perspective drawing, most of them deemed very 
promising, were exhibited at the examinations." Miss Cros- 
by's services were discontinued after a few months, for it 
was the expectation of the Board that the regular teachers 
in charge of the schools would themselves be able to 
keep up the classes in drawing, unaided. They did make 
a heroic attempt to meet this expectation. They employed 
teachers and took private lessons — first of Mr. Shattuck, 
author of an excellent work on Drawing, then of Professor 
J. Brainerd, of Cleveland. Professor Brainerd had so much 
sympathy for the the teachers in their new labors that he 
followed them into their schools and assisted them in teach- 
ing. He kept up visiting the schools and giving instruc- 
tions in drawing for several months without promise of 
compensation or expectation of receiving any. A quotation 
from the School Report for 1857 will perhaps suffice for 
history of the year previous to its publication. 

" Professor Brainerd, actuated more by his love for the 
beautiful arid useful art of Drawing, and by a desire to 



104 EARLY HISTORY OF THE 

encourage its proper cultivation, than by the trifling compen- 
sation he has received, has afforded considerable instruction 
in the schools. His course is to familiarize youth with the 
principles of drawing, both plain and perspective, so that they 
may sketch natural objects with freedom and accuracy, rather 
than to make them mere copyists of the drawings of other 
people, which last, although the most that is generally 
attempted in schools, is not drawing, in any true and liberal 
sense. Not that the exercise of copying from books is with- 
out its uses, particularly to primary scholars, with whom the 
principles of the art would be too abstruse for comprehension, 
but that in the higher departments, certainly, a much more 
radical training should be had. Prof. B., at the request of the 
Board, has embodied his Course of Drawing Lessons in a 
plain and cheap publication, an improved edition of which is 
being printed — the first having been taken up by schools in 
this vicinity." 

But now, since Drawing had been so generally introduced 
into all the departments, the Board of Managers made a more 
permanent arrangement for its continuance. They engaged 
the services of Professor Brainerd and put this branch of in- 
struction under his management. He entered upon his work 
with a great deal of zeal, and a new interest in drawing was 
manifested throughout all the schools of the city. Prof. B. 
was in the employ of the Board for a period of seven or more 
years continuously. The general proficiency made by the 
schools was very satisfactory considering the small amount of 
time devoted to it — one hour a week in the upper grades, 
half the amount in the lower — and there were individual 
instances of attainments in every school that were marked — 
here and there a genius was developed. Hundreds will 
remember " Hinman " of the Central Higdi School for his 



CLEVELAND PUBLIC SCHOOLS. 105 

special gifts in sketching. Rockwell School had a " Nast," 
whose pictures made everybody laugh, and so on. The many 
may become elegant penmen, leaving, for all practical pur- 
poses, no more to be desired ; the fezv, by culture and train- 
ing, develop high gifts in the art of Drawing, while the many 
remain on the lower plane, appreciative, perhaps, but without 
a " cunning hand " to execute. At least, this seemed to be 
so from our few years of experience. 

TEACHERS AND SALARIES. 

The first teacher employed in the public schools of the city 
was R. L. Gazlay. His first quarter or term of service ended 
September 20, 1836, for which he was paid $131.12. His 
second term ended December 28, but the records do not show 
what sum he received. March 29, 1837, he again presented 
his bill, and it was $185.77. About the same time Mr. Luther 
Hunt presented a claim of $58, for teaching — probably as 
an assistant. Both bills were ordered paid, but we hear 
nothing more of these men. They were not re-employed, 
probably, as their names do not again appear on the list of 
teachers. 

What teachers continued the schools up to the end of the 
summer term no records show, but at the beginning of the 
fall term of 1837, the teachers were W. M. Phillips, C. W. 
Fullerton, II. C. Skinner, Malinda Slate, Marietta Pelton and 
Eliza Johnson. 

Eight teachers were engaged at the beginning of the win- 
ter term, January I, 1838. Their names were as follows: 

C. M. FULLERTON, ELIZA JOHNS* )N. 

J. W. GRAY, MARIETTA PELTON, 

N. C. SKINNER, MALINDA SLATE, 

JULIA BUTLER, ELIZABETH ARMSTRONG. 



106 EARLY HISTOEY OF THE 

Other teachers occupied positions in the schools in suc- 
ceeding months up to December, 1840, some temporarily — 
perhaps as substitutes — others permanently. Their names 
appear on the pay-roll, and are as follows : 

N. A. GRAY, MARIA STANLEY, 

B. B. MERRILL, MARIA C. BLACKMER, 

SIMEON COLLINS, LOUISA KINGSBURY, 

F. J. BLAIR. CAROLINE BELDEN, 

L. S. ELY, ABBY FITCH, 

J. READ, SARAH M. THAYER, 

MARIA SHELDEN, L. E. SOUTHWORTH, 

SOPHIA CONVERSE, MRS. J. G. WHITNEY. 

MARIA UNDERBILL, MARY' A. WHEELER. 
LOUISA SNOW. 

From the organization of the schools the salaries of 
teachers continued uniformly the same for a period of about 
ten years — male teachers $10.00 per week, female teachers 
$5.00; forty-four weeks to the year, five and a half days to 
the week, and each day exactly six hours long in all the 
grades. All losses of time, from whatever cause, were 
deducted from payments. 

Teachers throughout the city were expected to keep their 
own rooms in order — to sweep and dust them, and to make 
their fires in the winter season. Most teachers managed the 
sweeping without hiring it done, the scholars volunteering to 
do it, and serving by turns. The rooms were heated by stoves, 
and, with the exception of a single building, wood was used 
for fuel until 1854. The fires in most cases were lighted by 
boys who received from the teachers, or from contributions 
of the scholars, a given sum per week — usually not more 
than two or three shillings for each room in a building. For 
the first ten years of the existence of the Central High 
School, the boys and girls did all the sweeping and dusting ; 
and in addition to sweeping the boys voluntarily made the 



CLEVELAND PUBLIC SCHOOLS. 107 

fires in winter; and they did this work, too, gratuitously. 
The first Principal of the school recollects that he often made 
the fires himself, although not without sharp protest from the 
boys. 

Of the personal history of the teachers already mentioned 
nothing scarcely is known ; and of those who immediately 
followed these pioneer laborers, very little is remembered. 
Indeed, " What workmen wrought," is usually a matter of 
little inquiry — scarcely thought of in contemplating any 
proud achievement of human labor. But here it seems fitting 
that at least a few of the names of such as are not wholly 
forgotten should be engraved on some of the stones which 
they helped to hew — which they helped to lay. In pursu- 
ance of this idea, two or three pages will be devoted to 

BRIEF MENTION OF SOME OF THE EARLY TEACHERS. 

Benjamin B. Merrill. Mr. Merrill, the first Principal 
of Prospect Street School, was from the State of Maine. He 
received his appointment in 1839. He resigned on account of 
ill-health, and went to New York City, where he engaged in 
mercantile business. He still continues in business and is 
located at 1268 Broadway. 

F. J. Blair. Mr. Blair taught the old Bethel School in 
1840. He is now a successful crockery merchant in Mil- 
waukee. 

George W. Yates. Mr. Yates was appointed to the 
principalship of the Third Ward School in 1839 — afterwards 
called the West St. Clair Street School. He resigned to 
open a private academy for boys at or near Bennington, Ver- 
mont, which he made a success. 

N. A. Gray. Mr. Gray was the first principal of Rock- 
well Street School. Subsequently he taught a number of 



108 EARLY HISTORY OF THE 

years in Zanesville, Ohio. Returning to Cleveland, he 
assisted his brother, J. W. Gray, on the Plain Dealer. At the 
present time he holds a clerkship in the Post Office Depart- 
ment at Washington. 

T. S. White. Mr. White was the successor of Mr. 
Yates. He resigned to pursue theological studies, preparatory 
to entering the ministry. Health failing him after preaching 
for several years, he was obliged to quit the pulpit and pursue 
some other calling. He engaged in banking in Fremont, 
Ohio, where he is still in business. 

William G. Lawrence. Mr. Lawrence came to Cleve- 
land from Brooklyn, New York, in 1842, and soon after was 
employed as a teacher in the Bethel School. He taught con- 
tinuously for nearly seventeen years. He died in 1863. 

Amos D. Lufkin.* Mr. Lufkin taught a private school 
on the West Side for several years. He was appointed Prin- 
cipal of Prospect Street School in 1846, but was soon after 
transferred to Rockwell Street School, where he remained 
two or three years. He resigned to open a private classical 
school, which he made very popular. Mr. L. is still a citizen 
of Cleveland. 

Dr. Richard Fry. Mr. Fry was a public school teacher 
in Cleveland for about seventeen years. He resigned in 
1863. His present place of residence is East Rockport, a 
few miles from the city. 

Luther M. Oviatt.| Mr. Oviatt was connected with 
the schools, as teacher and superintendent, for nearly eight- 
een years. He resigned on being elected Librarian. Re- 
cently, on account of impaired health, he has retired from 
this latter post of duty. 

* Graduate of Dartmouth College. t Graduate of Hudson College. 



CLEVELAND PUBLIC SCHOOLS. 109 

Andrew Freese. Mr. Freese taught in the Prospect 
Street Grammar School six years, the Central High School 
ten years, and he was General Superintendent for something 
over eight years. 

R. F. Humiston. Mr. Humiston had charge of Rock- 
well Street School for seven years. He then accepted the 
Principalship of a private school. Subsequently, he estab- 
lished a school on the " Heights," known as the Cleveland 
Institute, which he managed successfully for ten years. He 
now resides in Minnesota. 

Henry H. Childs.* Mr. Childs succeeded Mr. Lufkin 
in Prospect Street School. He resigned at the end of two 
years, and opened an English and Classical School on his 
own account. He now resides in Buffalo, where he is 
engaged in business. 

Emerson E. White. Mr. White taught nearly five years, 
first the Brownell Street Grammar School, then the Central 
High School. He resigned in 1856, and accepted the super- 
intendency of the Portsmouth Public Schools. In 1859 he 
purchased the " Ohio Educational Monthly," taking the edi- 
torship of the paper himself. He edits the paper with dis- 
tinguished ability. 

William S. Palmer.! Mr. Palmer succeeded Mr. White 
in the High School. After teaching two years, he resigned, 
and entered the Theological Seminary at Andover, Mass. 
Completing the coufse of study there, he settled in the min- 
istry at Wells River, Vermont. He has recently accepted a 
call to Norwich, Connecticut. 

Levi Robinson.! Mr. Robinson was employed in the 
Central High School for a single year only — 1853-4. He 

* Graduate of Yale College. f Graduate of Dartmouth College. 



11" EAELY HISTORY OF THE 

studied law and established himself as an attorney at Iowa 
City. 

John Eaton, Jr.* Mr. Eaton was Principal of Brown- 
ell Street School, succeeding Mr. White. He resigned to take 
charge of the Public Schools of Toledo, as Superintendent. 
At the present time he is United States Commissioner of 
Education, Washington, D. C. 

Edward P. iNGERSoLL.f Mr. Ingersoll had charge of 
Rockwell Street School two years, and subsequently, for a 
few months, the High School. He resigned to study law. 
On admission to practice he opened an office in Cleveland. 
In a few years he abandoned the profession of Law for that 
of the Ministry. At the present time he is settled over a 
church in Brooklyn, New York. He is already eminent as a 
preacher. 

John D. Crehore.* Mr. Crehore taught Mathematics in 
the Central High School for a year or two, but resigned 
to accept a professorship in Washington College, St. 
Louis. Subsequently, he returned to Cleveland and is es- 
tablished in business as a Civil Engineer. 

John C. Hale.* Mr. Hale was Principal of Brownell 
Street School for two years. He studied law and went 
into practice in Elyria. He stands high in his profession 
— was a member of the late State Constitutional Conven- 
tion. 

Rufus O. Mason.* Mr. Mason resigned to study Medi- 
cine. He is now settled in New York City, where he has an 
extensive medical practice. 

Edwin R. Perkins.* Mr. Perkins had charge of May- 
flower Street School for several years, and he was one year 

* Graduate of Dartmouth College. t Graduate of Williams College. 



CLEVELAND PUBLIC SCHOOLS. Ill 

Principal of Eagle Street School. Concluding to make law, 
not teaching, his profession, he resigned, and after the usual 
course of reading was admitted to practice. But on account 
of an accident growing out of the war, he changed his plans 
and entered into the business of Banking. For six or seven 
years he was a member of the Board of Education, and for 
nearly the whole term presided over the deliberations of that 
body. He is associated in the firm of Chamberlin, Gorham 
& Perkins. 

A. G. Hopkinson.* Mr. Hopkinson was appointed Prin- 
cipal of the West High School in the spring of 1852. He 
continued to hold the position for seventeen years. For 
about one year, and before the West Side became a part of 
Cleveland, Mr. H. held the office of Superintendent of 
Schools on that side of the river. 

Chas. F. Dutton. Mr. Dutton was appointed to the 
Principalship of a Grammar School on the West Side, in 
1853. He continued to teach for ten years, when he resigned 
to study Medicine. Dr. Dutton is too well known in Cleve- 
land to need further mention. 

O. O. BALDWiN.f Mr. Baldwin was Principal of Pearl 
Street School (discontinued in 1869) for five years. He read 
Law and opened a business office in Hastings, Minn. 

Chas. C. Rounds. Mr. Rounds was Mr. Baldwin's suc- 
cessor. He remained at the head of Pearl Street School for 
five years, when, accepting the Principalship of the State 
Normal School of Maine, he resigned. 

Theodore Sterling.! Mr. Sterling was appointed Prin- 
cipal of the Central High School on the resignation of Mr. 

"Graduate of Dartmouth College. t Graduate of Oberlin College. 

t Graduate of Geneva College. 



1 L2 EARLY HISTORY OF THE 

Palmer. He kept the place for nine years, when he accepted 
a professorship in Kenycn College. 

Sidney A. Norton. * Mr. Norton succeeded Mr. Cre- 
hore in the Central High School. He taught Natural 
Science — chiefly Chemistry and Physics — and remained in 
the school for about nine years. He resigned to take a posi- 
tion in a private seminary in Cincinnati. He is the author of 
a text-book on Natural Philosophy, and at the present time 
he holds the Professorship of Chemistry in the Ohio Agri- 
cultural College. 

Catherine Jennings. Miss Jennings was the first per- 
manent assistant teacher in the Central High School. She 
was educated at Oberlin, taking the full course in the gentle- 
men's department. As a teacher, she had extraordinary 
abilities. She married, and crossed the ocean with her hus- 
band, to do missionary labor on the southern coast of the 
Black Sea. 

Martha M. Barnett, the successor of Miss Jennings, 
was educated at Brockport Female Seminary, New York. 
She possessed a brilliant mind and was a lady of much refine- 
ment. Her conversational gifts were remarkable, and she is 
especially remembered by her former pupils for her " Wed- 
nesday Afternoon Conversations" — chiefly, perhaps, upon 
literary topics. She died in 1853. 

Abbie H. Johnson, of Bradford, Massachusetts, was ap- 
pointed to the vacancy occasioned by the resignation of 
Miss Barnett. She was recommended by " Father Green- 
leaf," as being an excellent teacher, and she proved herself to 
be such. Remaining two years, she returned to take charge 
of Bradford Female Seminary, as Principal. 

* ( rraduate of Union Colleee. 



CLEVELAND PUBLIC SCHOOLS. 113 

Agnes Cargill, of Bangor, Maine, was the next lady 
assistant in the High School. She remained but one year. 

Celia Wakefield was the successor of Miss Cargill — 
a graduate of Kimball Union Academy, and a very superior 
scholar. For exact teaching, and thoroughness in class- 
work, she had not been equalled. Being offered a better sal- 
ary, she returned to New England ; soon after, married and 
moved to California. 

Kate Gillett, of Thelford, Vermont — a graduate of 
Thelford Academy — followed Miss Wakefield. She was an 
accomplished teacher, and enjoyed, very largely, the con- 
fidence of those most interested in the school. She was dis- 
tinguished for her great power of control, and the quiet ease 
with which she was able to lead to right conduct. She taught 
seven years, returned to Vermont in 1862, and in the same 
year was married. 

Laura M. Ayer. Miss Ayer was educated at Mt. Hol- 
yoke Female Seminary, and received her appointment to 
the West High School, as assistant teacher, in 1856. She 
was a teacher of rare excellence, had fine culture, and was a 
lady of singular generosity, nobleness and refinement. Died 
at Haverhill, New Hampshire, her birthplace and home, 
August, i860. 



114 EARLY HISTORY OF THE 

SCHOOL BOARDS. 

At the organization of the schools, and for many years 
after, the Board appointed to manage and control the schools 
was designated the Board of School Managers, taking this 
title from the original city charter. 

The names of those who composed the several Boards, 
and the years in which they served, are given below : 

1836. 
John W. Willey, Anson Hayden and Daniel Worley. 

Samuel Cowles, Samuel Williamson and Philip Battell. 

1838. 
Henry H. Dodge, Henry Sexton and Sila^ Belden. 

I8 39 - 
Levi Tucker, Henry Sexton and Silas Belden. 

184O. 
Levi Tucker, Silas Belden, Samuel H. Mather and Robert Cather. 

I 84I. 
('has. Bradburn, Geo. Willey, Chas. Stetson and Madison Kelley. 

I S42. 
Chas. Bradburn, Geo. Willey, ("has. Stetson and Madison Kelley. 

1S43. 
Chas. Bradburn, Madison Kelley, Robert Bailey and H. S. Noble. 

1844. 
Chas. Bradburn, Truman P. Handy, Thos. Richmond and J. B. Finney. 

1845. 
Chas. Bradburn, Geo. Willey, R. T. Lyon and Madison Kelley. 

1846. 
Chas. Bradburn, T. P. Handy, Samuel Starkweather and William Day. 

1847. 
Chas. Bradburn, Jas. D. Cleveland, T. P. Handy and George Willey. 



CLEVELAND PUBLIC SCHOOLS. 115 

1848. 
Geo. Willey, Jas. D. Cleveland, Samuel Williamson, John Barr and 
William Smyth. 

1849. 
Geo. Willey, Jas. U. Cleveland, Samuel Williamson and Robert Bailev. 

185O. 
Geo. Willey, Jas. D. Cleveland, T. P. Handy, Robert Bailey and John 
C. Vaughan. 

185I. 
Geo. Willey, Jas. D. Cleveland, T. P. Handy, John B. Waring and 
Tames Fitch. 

1852. 
Geo. Willey, Chas. Bradburn, William D. Beattie, T. P. Handy and 
James Fitch. 

1853- 
Geo. Willey, Chas. Bradburn, T. P. Handy, W. D. Beattie and James 
Fitch. 

1854. 
Geo. Willey, T. P. Handy, S. H. Mather, W. D. Beattie, B. Steadman, 
Jas. A. Briggs, I. L. Hewett, R. B. Dennis, Horace Benton, B. Sheldon and 

A. P. Turner. 

1855. 
Geo. Willey, S. H. Mather, T. P. Handy, W. D Beattie, L. C. Inger- 
soll, J. Gardner, B. Steadman, Horace Benton, J. A. Briggs, R. B. Dennis, 

B. Sheldon. 

1856. 

Chas. Bradburn, Geo. Willey, R. B. Dennis, Horace Benton and S H. 
Mather. 

1857. 
Chas. Bradburn, Geo. Willey, Horace Benton, S. H. Mather and R. B. 
Dennis. , 

1858. 
Chas. Bradburn, Geo. Willey, Chas. W. Palmer, T. S. Paddock and R. 
B. Dennis. 

1859.* 
Chas. Bradburn, Allyne Maynard, Chas. S. Reese, William II. Stanley, 
Nathan P. Payne, W. P. Fogg, Lester Hayes, J. A. Thome, F. B. Pratt, 
Daniel P. Rhodes and Geo. R. Vaughan. 

* Elected by the people. 



I 16 i:a i;i.y HISTORY OF Til i: 

i860. 
James A.Thome, J. E. Ingersoll, ('has. E. Reese, N. P. Payne, E. S. 
Flint, A. G. Smith, C. French, P. E. Russell, A. C. Messenger and Ansel 
Roberts. 

1 86l. 
Harvey Rice, Thomas Jones, Jr., E. P. Ingersoll, J. A. Thome, A. C. 

Messenger, Ansel Roberts, C. Weber, John Sargent, Willard, John 

Hartnell, Chas. E. Reese. 

1862. 
Harvey Riee, Thomas Jones, Jr., Henry F. Clark, Pierre A. Gollier, H. 
I'.. Spellman, John Friend, W. \V. Andrews, W. W. Cushing, John H. Sar- 
gent, Jos. A. Redington, John Hartnell. 

18C3. 
Allyne Maynard, Lucius M. Pitkin, P. A. Gollier, II. B. Spellman, John 
Friend, Geo. A. Kolbe, W. W. Andrews, William Dugan, John H.Sar- 
gent, L. I). Hudson, John Hai tnell. 

1864. 
L. M. Pitkin, Allyne Maynard, Ceo. A. Kolbe, Wm. Dugan, J. H. 
gent, H.H.Price, L. F. Mellen, Melchioj Neff, S.H.Sheldon, D. P. 
Eel! ;. 

1865. 
Lucius M. Pitkin, Daniel P. Eells, William II. Price, Lucius F. Mellen, 
Melchioi W11, Geo. A. Kolbe, William Dugan, Lorenzo D. Hudson, Seth 
11. Sheldon, Ceo. L Hartnell. 

1866. 
I. u.ius M. Pitkin, Daniel P. Eells, William II. Price, Jesse P. Bishop, 
Joseph Hell, Ceo. A. Kolbe, James R. Worswick, William Dugan, L D. 
Hudson, Seth M. Sheldon, Ceo. L. Hartnell. 



CLEVELAND PUBLIC SCHOOLS. 1 IT 

LIBRARIES. 

Nearly all the senior schools of the city were furnished 
with small libraries at quite an early day. They were pro- 
cured as pianos and cabinet organs are at the present time, 
through the private enterprise of teachers and pupils. The 
first collection of books was made by the Prospect Street 
Grammar School in 1844. Subsequent additions were made 
to the collection till it amounted to five or six hundred vol- 
umes. A few years later, Rockwell Street School commenced 
collecting a library ; other schools followed soon after. 

The present Public School Library had its origin in an 
enactment of the State Legislature passed March 14, 1853. 
Under its provisions an annual fund was established to be 
appropriated to the use of school libraries and apparatus 
throughout the State. The portion falling to Cleveland pre- 
vious to the suspension of the act in 1856, was in each 
year as follows : 

For 1854 $ 7 66 59 

For 1855 1191 41 

For 1856 1322 00 

Total for three years $3280 00 

Of this amount there was expended for Maps, Charts, 
Globes, etc., for the Primary Schools, and for books of refer- 
ence for Grammar and High Schools, $791.00. For philo- 
sophical and chemical apparatus, $1297.00. The balance, 
$1192.00, was expended in the purchase of books, which 
formed the nucleus of the library now grown to so respecta- 
ble a size. 

As the suspended State library act was not again restored, 
and there being no fund applicable to the purchase of addi- 
tional books and the maintenance of the library, the Cleve- 



118 EARLY HISTORY OF THE 

land Board of Education, in March, 1867, procured an 
enactment from the Legislature authorizing the levy of a 
municipal tax for this purpose. It was made wide enough in 
its provisions to embrace all cities having a population of 
20,000 and upwards. 

The annual receipts since the establishment of this fund 
have been as follows : 

1868 $2803 70 

l86 9 3399 06 

l8 7o 3545 89 

187 1 3626 24 

1872 6706 56 

l8 73 6035 37 

1874 6861 80 

1875 • 7121 36 

The number of books originally purchased in 1856 was 
about 2000. This number was increased somewhat in suc- 
ceeding years, by individual donations, so that in 1862 there 
were, as reported by the Librarian, after deducting losses, 
2138 volumes. The first accessions to the library under the 
law increased it, in 1868-9, to 55°° volumes. The number 
of books in the library August 30, 1872, as reported by the 
Librarian, was 13,165 volumes; August 30, 1873, 16,435 vol- 
umes ; August 30, 1874, 20,000 volumes. 

CIRCULATION. 

Average daily issue of Books in 1870 220 

" " " 1871 250 

" " " 1872 300 

1873 456 

1874 5 8 7 

The number of different individuals who drew books from 
the library for the year ending August, 1873, was 13,095. 
For the year ending August, 1874, it was 15,785. 



CLEVELAND PUBLIC SCHOOLS. 119 

The Librarian says in his report for 1870, that the circu- 
lation of fiction and juvenile works was, respectively, 53 and 
17 per cent, of all the books drawn. Four years later, he 
remarks that the two classes of books, fiction and juvenile 
literature, amounted to 57 per cent, of the whole number 01 
oooks issued for the year. 

LOSSES. 

The total losses of books from February, 1869, to August, 
1872, was 390, about 2 per cent, of the number of books in 
the library, or an annual loss of seven books to every thous- 
and. " Experience of past years has shown," the Librarian 
remarks, " that about half, or even more, of the books miss- 
ing at any date, are eventually returned to the library." » 

Until 1867 the library occupied a room in the Central 
High School building. It was then transferred to rooms in 
the third story of Northrup & Harrington's block, No. 236 
Superior street. Subsequently, in 1874, it was removed to 
the Clark building, 212 Superior street, and lastly, in 1875, to 
its present place in the City Hall. 



120 EAELT HISTORY OF THE 



CHANGES IN SCHOOLS AND SCHOOL-TEACHING. 

Schools and their methods are varied, like many other 
things, to conform to popular notions, or to what is, for the 
time, the prevailing style. There was a time when Parley's 
Histories were a " new discovery " in adaptation, and every 
child capable of reading was set to learning the history of 
the United States. The style of imparting oral instruction 
to children was in imitation of " Peter Parley." Then there 
was a period of mental arithmetic — great attention was given 
to the study. The book of books was declared to be Col- 
burn's First Lessons, and his method was universally adopted 
as the true method. There was, too, a black-board era, when 
black-board exercises were made a great feature in every 
school, and the eye was constantly addressed. 

Of the Cleveland Schools, it may be said that the Peter 
Parley period reached from their organization to about the 
year 1846. Mental Arithmetic held its way for twenty years, 
reaching its culmination in the years just preceding i860. 
Black-boards, wide and long, for the simultaneous exercises 
of whole classes, began to be used in 1845. They were used 
with great enthusiasm in 1850, and reached their highest 
appreciation and widest use a few years later. 

In each of these periods, teachers fancied they had hit 
upon a very excellent thing, and that it would, without doubt, 
be an abiding good. In the succession of changes it was 
lost, or went out of fashion — none could say when, or how, 
or for what reason. 



CLEVELAND PUBLIC SCHOOLS. 1*^1 

THE OLD SCHOOL DAYS. 

A FEW MORE REMINISCENCES OF OLD SCHOOL BOYS AND 
TEACHERS. 

One of the old citizens is Captain Lewis Dibble, and he 
favored us with a few notes, on a recent interview, as follows : 
" I studied under three teachers in the Academy — Harvey- 
Rice, Rev. Mr. Freeman and Dewy B. Cook. It was fifty 
years ago — yes, more than that, when I went to Mr. Rice. 
These teachers succeeded each other in the order I have 
named them. George Brewster taught two or three years, 
but I had done going to school, and so did not feel much 
interest in what was going on there. It may be that a teacher 
or two came in between Mr. Cook and Mr. Brewster. I 
think there was a teacher by the name of Dorman — John 
P. Dorman — and another by the name of Mills, brother of 
Dr. Mills. They could not have taught long, and possibly 
they preceded Brewster. I studied two winters under Mr. 
Rice, pursuing mathematical studies chiefly, of which I was 
very fond. I was expecting to sail on the lakes, and so I 
spent considerable time upon trigonometry and navigation. 

"Mr. Freeman did not teach long — two or three quar- 
ters, perhaps. He was an Episcopal clergyman, and a very 
nice sort of man ; I suppose very well educated, but he felt 
a little afraid of my diagrams, and finally told me that he 
should not be able to assist me much. The last of my 
instruction was under Mr. Cook. He was an energetic, go- 
ahead man, and a competent teacher. A good many did not 
like him; he suited me well enough. I paid three dollars 
per quarter ; that was what I paid Mr. Rice. These teachers 
I have mentioned taught in the upper room of the Academy- 
There were schools of a lower grade taught on the ground 



122 EARLY HISTORY OF THE 

floor, but I do not happen to know much about them. The 
schools were not free as they are now, they were all private 
schools. 

" I hardly recollect now who attended school when I did ; 
they are mostly dead. Of the few who are living, I can per- 
haps name half a dozen. Sam Colahan is one; Dr. Branch's 
wife is another — she was a Miss Burgess — James Kings- 
bury, son of the old Judge ; Mrs. Lemon, sister of Miller 
Spangler ; Mrs. Sarah Fitch, and her brother, the clergyman ; 
Miss Charlotte Johnson and her sister Louise, now Mrs. Wol- 
verton. I might think of one or two more, but these are 
about all. 



CLEVELAND PUBLIC SCHOOLS. 123 



OUR HI STO R I AN 



BY MRS. W. A. INGHAM. 



Charles Bradburn, Esq., whose name is held in highest 
veneration by the citizens of Cleveland — a leader in the 
organization and development of our City Schools — writes 
with enthusiasm of a young man from Maine, who in 1840 
offered his services to the Board of Managers, here, as 
teacher. His rare ability was appreciated; he was engaged, 
and at once recognized as the head of the schools. 

"This young man," says Mr. B., "was destined by his 
father to be a printer ; he begged the privilege of entering 
college, but the parents were too poor to provide the neces- 
sary funds. The boy's heart was set upon it, and he thought 
that, by teaching school for a time, he could obtain money 
enough to complete his own education. This idea he carried 
out, and continued to teach and study until his collegiate 
course was finished ; he secured a knowledge of the best 
systems of education, as laid down in approved books and 
practiced in successful schools ; he examined the best build- 
ings, and brought away plans of construction and models of 
their furniture. The most thorough instructors were con- 
sulted as to the results of their experience, and when he had 
acquired a mastery of the science of teaching, he resolved to 



124 EARLY HISTORY OF THE 

seek the West as a better field for turning his knowledge to 
account." 

This young man was Andrew Freese. our historian, who 
has so faithfully and graphically set before us the rise and 
progress of our schools, and to him belongs the honor of 
establishing the first free High School in Ohio. 

He went into this project with all the ardent enthusiasm 
of his nature, sure of ultimate success, and through arduous 
pains-taking wrought unceasingly for the public good. 

The first year he was offered large pecuniary induce- 
ments to open a school for a few wealthy families, but he 
steadily resisted, preferring to teach the children of the 
people. 

He not only took care of his own school, but worked 
incessantly out of it. Frail physically, it is to all his friends 
a marvel that he endured the toil of those early days. 

For some years the city paid him $500 per annum, nearly 
all of which was required to pay for board and clothing. 
The pittance remaining, Mr. Freese spent in making pilgrim- 
ages through the " East," to visit "wise men " and see their 
schools. 

During the ten years that Andrew Freese was Principal 
of the High School, he proved distinctly that nearly all boys 
and girls can acquire a taste for reading good books. Pie 
attended as closely to their reading as he did to their mathe- 
matics ; he could hold them there, and he did. 

Then he proved, by long practice, that they can learn to 
express their thoughts readily and correctly in speaking and 
writing; he obliged his pupils to think systematically and 
closely. Composition writing upon varied subjects was a 
favorite exercise, and in it many of the scholars became 
expert. 



CLEVELAND PUBLIC SCHOOLS. 125 

Three years after the establishment of the High School, 
its members published a paper called " The School-Boy," the 
columns of which presented matter worthy of the pupils 
and highly honorable to their instructor. 

Mr. Freese made extemporaneous speaking a specialty. 
The scholars recited nearly all their lessons by rising and 
speaking from three to ten minutes upon an assigned topic. 

As often as once a week hey gave more extended 
remarks ; the boys and the Principal called the latter " lec- 
tures." 

These pupils became so proficient that they could talk 
upon scientific subjects like Professors. Indeed, some 
classes went out into the neighboring villages and gave lec- 
tures, mostly on Chemistry and Zoology. 

In this way, and by a little solicitation among their 
friends, they accumulated quite a sum of money, with which 
they purchased apparatus. 

They debated. He made of the boys such sturdy, self- 
reliant men that they entered into the hottest kind of discus- 
sions upon mighty questions in national affairs, with great 
books before them for reference ! 

Among these heroes of the basement High School on 
Prospect street, who debated and lectured, were John P. 
Jones, now Senator from Nevada ; Col. J. P. Jackson, of San 
Francisco, a railroad magnate of the Pacific coast ; Gov. 
Lucius Fairchild, Timothy Rearden and William Andrews, 
lawyers of note. 

This leads me to speak of the kindness of Andrew Freese 
to the poor boys and girls of our city ; he could very easily 
put himself in their place, for he had been there, and in his 
own boyhood experienced all the disadvantages under which 
they labored ; he had felt what they felt. He imagines that 



126 EARLY HISTORY OF THE 

he was not a favorite with scholars who had all they wanted 
at home. He went often to the homes of the poor, sat down 
and talked with them there. One out of many instances I 
must mention — "Johnny" — who lived down by the canal, and 
who came to the school with wooden shoes on his feet, but 
with a head well furnished as to brains. 

Said Mr. Freese to me once: "My hope and zeal were, 
perhaps, not equal to Paul's, but just a little like his. I had 
visions — visions of a beautiful manhood and a beautiful 
womanhood. I really thought every little rag-a- muffin, by 
school manifestation, could be lifted to heaven. And why 
not? I think I believe it yet. This human growth is a 
marvel. It is grand!" 

Well, this Johnny of the wooden shoes was a mine of 
richness to the Principal, who paid for the lad's books. He 
imparted to him of his own marvelous powers. He often 
went to Johnny's, down by the canal, and once he spent a 
whole night within the ricketty old house — his pupil's home. 
There were holes in the wall by his bed, through which he 
could have pushed his fingers ; so Johnny's mother pinned 
up a shawl to keep out the wind. Then she " tucked him 
up," and the mother and son thought surely that the High 
School teacher was their friend — and he was. How he 
helped that boy! Who is he now? John P. Jackson, of 
San Francisco, referred to on the previous page, an eminent 
lawyer, a railroad president, and in all ways a splendid man. 

In every ward of our city Mr. Freese was written as "one 
who loves his fellow-men !" and the names of those whom 
he helped and who love him are legion. One of the editors 
of the Cleveland Hetald says : "His scholars may now be 
found in almost every State in the Union, eminent in all 
departments. They are met with as governors, jurists, 



CLEVELAND PUBLIC SCHOOLS. VZ1 

mechanicians and artists." Indeed, I have heard it remarked 
that, were Andrew Freese to start for a tour of the globe, he 
could be handed round the world by his old pupils, scattered 
everywhere, from Cleveland to Hong-Kong. 

In 1854, the office of Superintendent of Instruction was 
created, and to it Mr. Freese was at once elected. He 
brought to this position all the wealth of observation and 
experience garnered thus far in his laborious life, and he 
evolved beauty out of chaos. Entire unselfishness was the 
ground-work of his successful career as manager of the 
Public Schools. As he was strong in developing the intel- 
lectual resources of his pupils, so he seemed rapidly to edu- 
cate teachers in their profession. 

In manner he was gentle, and sympathetic toward any 
who strove to excel ; at the same time keen-eyed and critical. 
His ideals were lofty ; he insisted upon assimilation. He 
brought out the best in every teacher, or, as the French put 
it, he brought us up to our possibilities. He remedied 
defects, originated plans, promoted good order and neatness. 

Flowers bloomed in school-room windows, the sound of 
musical instruments was heard throughout our buildings, 
and quaint pictures were unfolded on the black-boards, for 
under his regime Silas Bingham and Jehu Brainerd began 
their labors among the boys and girls of the Public Schools. 

One thing he would have at all hazards — and that was 
good reading everywhere. Our scholars did read beautifully, 
for Mr. Freese went through ten cities to see which excelled 
us, and came home satisfied with our combined efforts. 

He was the introducer of the word-method and spelling 
by sound. 

When he found ladies skillful in primary instruction, he 
induced them to make that department a specialty and per- 



128 EARLY HISTORY OF THE SCHOOLS. 

manency, by issuing graded certificates, so that our salaries 
were rated according to scholarship and adaptability, and not 
according to the rank of the schools. 

Mr. Freese was the originator of outline maps. Long 
before Mitchell's series was published, he chalked them on 
the walls and floors of our school-houses, and was accus- 
tomed to have the pupils tell how to reach distant ports. 
Map-drawing he made a specialty. 

As philologist and grammarian he had few equals. 

Withal, he was a fine disciplinarian ; produced quiet 
school-rooms with the tick of a clock as moderator; secured 
almost military drill among troops of children as they passed 
out of the rooms ; enforced refinement and gentleness on the 
play-ground. 

Cleveland certainly owes much to the subject of this 
sketch, and does not hesitate to do honor to the man whose 
rare modesty always forbade his claim to the meed of praise 
justly due him as the founder of our present school system — 
a " glorious crown " upon the brow of our beautiful city. 



